Action protocol for the use of robotics in students with Autism Spectrum Disoders: A systematic-review

2021 ◽  
Author(s):  
G. Lorenzo ◽  
A. Lledó ◽  
E. Pérez-Vázquez ◽  
A. Lorenzo-Lledó
Keyword(s):  
Systematic Review ◽  
Autism Spectrum ◽  
Students With Autism

scholarly journals Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

2018 ◽  
Vol 6 (2) ◽  
pp. 96
Author(s):  
Maria Mpella ◽  
Christina Evaggelinou
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Pedagogical Strategies ◽  
Theatrical Play ◽  
Students With Autism ◽  
Spectrum Disorders

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

Applied Interventions in College Settings to Assist Adult Students with Autism Spectrum Disorder: A Systematic Review of the Literature

2018 ◽  
Vol 49 (3) ◽  
pp. 39-45
Author(s):  
Ryan T. Paskins ◽  
Anna M. Brady ◽  
Jared C. Schultz
Keyword(s):  
Systematic Review ◽  
Experimental Design ◽  
Adult Students ◽  
Autism Spectrum ◽  
Design Studies ◽  
Post Secondary ◽  
Structural Support ◽  
Number Of Children ◽  
Students With Autism ◽  
Spectrum Disorders

With the increase in the number of children with autism spectrum disorders (ASD), it is likely many of them will enter post-secondary education settings. To provide an understanding of ASD in higher education, this article reports the results of a systematic review of experimental design interventions used with college students with ASD. Overall, seven articles describing experimental design studies met the inclusion criteria. This small number of articles and participants highlights the scarcity of research on this topic. These studies described video-self modeling, cognitive behavior therapy, peer support, biofeedback, and structural support as current interventions. The limitations of our understanding of effective college programming for individuals with ASD, and the lack of research in this area are discussed.

Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review

2011 ◽  
Vol 5 (4) ◽  
pp. 1306-1318 ◽  
Author(s):  
Sathiyaprakash Ramdoss ◽  
Austin Mulloy ◽  
Russell Lang ◽  
Mark O’Reilly ◽  
Jeff Sigafoos ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Computer Based ◽  
Students With Autism ◽  
Spectrum Disorders

scholarly journals The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

2021 ◽  
Vol 11 (10) ◽  
pp. 654
Author(s):  
José Jesús Sánchez Amate ◽  
Antonio Luque de la Rosa ◽  
Rafaela Gutiérrez Cáceres ◽  
Alejandro Vargas Serrano
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Primary Education ◽  
Social Inequalities ◽  
Qualitative Content Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Free Access ◽  
School Students ◽  
Students With Autism

(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to “education/educational research” related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.

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