scholarly journals Exploring a method for evaluation of preschool and school children with autism spectrum disorder through checking their understanding of the speaker’s emotions with the help of prosody of the voice

2017 ◽  
Vol 39 (10) ◽  
pp. 836-845
Author(s):  
Mayumi Horie ◽  
Hitoshi Okamura
Keyword(s):  
Autism Spectrum Disorder ◽  
School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Voice

Virtual Reality (VR) for School Children With Autism Spectrum Disorder (ASD)

2019 ◽  
pp. 141-158 ◽  
Author(s):  
Giuliana Guazzaroni ◽  
Anitha S. Pillai
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
School Children ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
The World ◽  
Training And Support

Various medical and technological organizations are working on the development of unconventional solutions such as therapy and assistance for people with autism spectrum disorder (ASD). Different organizations, researchers and educators have been involved in the study and realization of virtual reality (VR) solutions to be used as therapy, training, and support for these individuals. Previous researches and experiments showed that it is possible to ameliorate the level of concentration, coordination, socialization, communication, self-awareness, and memory in school children treated with these tools. VR environments may offer a total physical involvement of the ASDs that may see the world through virtual immersion and active practice. This chapter presents a way of rethinking teaching and learning.

The Influence of Parent-Child Relationships on the Communication Development of Primary School Children with Autism Spectrum Disorder (ASD)

2018 ◽  
Vol 7 (4) ◽  
pp. 53-60
Author(s):  
Е. Черенева ◽  
E. Chereneva ◽  
Н. Елтышева ◽  
N. Eltysheva ◽  
О. Беляева ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary School ◽  
School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Children With Asd ◽  
Parent Child Relationships ◽  
Parent Child

The problem of providing psychological and pedagogical assistance to children with autism spectrum disorder (ASD) and their families has recently been extremely urgent. ASDs are a group of pervasive developmental disorders, the main manifestations of then are the lack of ability to social interaction, communication disorders and stereotyped behavior. With the recognized practical and theoretical significance of the study of the communicative sphere and the abundance of serious studies devoted to this topic, the problem of studying the communicative characteristics of children with autism, as is well known, still remains poorly understood. The article presents the results of scientific research in the field of developmental and clinical psychology: the mechanisms of formation of communication in children with autism spectrum disorders (ASD), a comprehensive study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorders. According to the results of studies of the influence of parent-child relations on the development of communication in primary school children with ASD, the diagnostic complex for the study of communication in primary school children with ASD and styles of parent-child relationships in families raising children of this category was offered. Practical psychologists can use the results of the study during work with children with ASD and their families. The purpose of the article is to present the results of the study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorder.

scholarly journals Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

2015 ◽  
Vol 24 (6) ◽  
pp. 606-623 ◽  
Author(s):  
Daisy Titeca ◽  
Herbert Roeyers ◽  
Tom Loeys ◽  
Annelies Ceulemans ◽  
Annemie Desoete
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Abilities

scholarly journals Children with Autism Spectrum Disorder of All Ages, Levels of Symptom Severity and General Cognitive Ability Display Low Processing Speed Index Scores Warranting Special Educational Assistance

2021 ◽  
Author(s):  
M. Linnenbank ◽  
R. Feldmann ◽  
G. Schulte-Körne ◽  
S. Beimdiek ◽  
E. Strittmatter
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Ability ◽  
School Children ◽  
Processing Speed ◽  
Symptom Severity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
General Cognitive Ability ◽  
Children With Asd

AbstractThe processing speed index (PSI) of the Wechsler intelligence scale for children (WISC-IV) has been found to predict a child's level of academic functioning. The consistently reported PSI weakness in children with autism spectrum disorder (ASD) therefore warrants special assistance and attempts at compensation for the disadvantages associated with these children's low PSI. We investigated the association of PSI scores with age, general cognitive ability [as measured by full-scale IQ (FSIQ)], symptom severity and discrepancy between the WISC-IV indices verbal comprehension (VCI) and perceptual reasoning (PRI) in 101 school children with ASD. The PSI weakness in children with ASD was not related to age, FSIQ, VCI-PRI discrepancy or any of the symptom measures. These findings suggest that school children with ASD independent of their age, level of cognitive ability, VCI-PRI profile and most notably independent of their symptom severity should be entitled to special assistance and compensation in educational settings.

scholarly journals Opportunities to Optimize Social and Psychological Adaptation of Elementary School Children With Autism Spectrum Disorder in Inclusive Education

2020 ◽  
pp. 25-29
Author(s):  
Elena Yurevna Borisova
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Psychological Adaptation ◽  
Autism Spectrum ◽  
Spectrum Disorder

The results of testing the model of psychological and pedagogical support for elementary school children with autism spectrum disorder and intellectual disabilities who are studying in inclusive education are presented in the article. The main target groups and activities of specialists within the framework of the implementation of this model are identified, and the possibilities of using applied behavior analysis in the organization of support are determined. The importance of interaction of all subjects of the educational environment in creating the conditions necessary for successful socialization of children is updated. Research methods and materials: observation, comparison, analysis of testing the model of psychological and pedagogical support for children with intellectual disabilities. Testing was carried out on the basis of 7 educational organizations in Yoshkar-Ola and rural settlements of the Republic of Mari El. The study involved elementary school children studying in a resource class at a secondary school. Methods of assessment and schemes for identifying the level of social and psychological adaptation of elementary school children are reviewed. Research result. Positive dynamics of indicators of social and psychological adaptation could be observed. The following indicators were improved: emotional and volitional sphere, behavior in general, interaction with peers. All those components characterize the emotional and behavioral components of social competence. It is concluded that testing the model of psychological and pedagogical support for school children with autism spectrum disorder and intellectual disabilities, based on the cooperation of all subjects of the educational environment, is effective and advantageous.

scholarly journals A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD)

PLoS ONE ◽  
2017 ◽  
Vol 12 (12) ◽  
pp. e0186502 ◽  
Author(s):  
Yoshiyuki Tachibana ◽  
Celine Miyazaki ◽  
Erika Ota ◽  
Rintaro Mori ◽  
Yeonhee Hwang ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
School Children ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder
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