scholarly journals Social engagement of children with autism spectrum disorder in interaction with a parrot-inspired therapeutic robot

2018 ◽  
Vol 133 ◽  
pp. 368-376 ◽  
Author(s):  
Jaishankar Bharatharaj ◽  
Loulin Huang ◽  
Christian Krägeloh ◽  
Mohan Rajesh Elara ◽  
Ahmed Al-Jumaily
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Social engagement of children with autism spectrum disorder (ASD) in imitating a humanoid robot: a case study

2020 ◽  
Vol 2 (6) ◽  
Author(s):  
Azra Aryania ◽  
Hadi S. Aghdasi ◽  
Eleonora Aida Beccaluva ◽  
Andrea Bonarini
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 23 (8) ◽  
pp. 2080-2095 ◽  
Author(s):  
Gabrielle Tiede ◽  
Katherine M. Walton
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Social Engagement ◽  
Behavioral Interventions ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Naturalistic Developmental Behavioral Intervention

Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies ( n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language ( g = 0.32), reduction in symptoms of autism spectrum disorder ( g = −0.38), and play skills ( g = 0.23). Larger effects were found for social engagement ( g = 0.65) and overall cognitive development ( g = 0.48). A marginal effect was found for joint attention ( g = 0.14) and receptive language ( g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition.

The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder

2019 ◽  
Vol 58 ◽  
pp. 83-95
Author(s):  
Tuan Q. Ho ◽  
Daniel L. Gadke ◽  
Carlen Henington ◽  
Tawny N. Evans-McCleon ◽  
Cheryl A. Justice
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Video Modeling ◽  
Social Engagement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Improving Social Engagement and Initiations Between Children With Autism Spectrum Disorder and Their Peers in Inclusive Settings

2012 ◽  
Vol 14 (4) ◽  
pp. 220-227 ◽  
Author(s):  
Lynn K. Koegel ◽  
Ty W. Vernon ◽  
Robert L. Koegel ◽  
Brittany L. Koegel ◽  
Anne W. Paullin
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Inclusive Settings

Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 750-758 ◽  
Author(s):  
Kristen N Dovgan ◽  
Micah O Mazurek
Keyword(s):  
Autism Spectrum Disorder ◽  
Internalizing Problems ◽  
Social Engagement ◽  
Social Activity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Activity Participation ◽  
Social Deficits ◽  
The Impact

Social interaction difficulties in children with autism spectrum disorder can be challenging, especially during adolescence. In addition, high rates of comorbid internalizing disorders in autism spectrum disorder can lead to social isolation. With limited social activity participation, social deficits and internalizing problems in autism spectrum disorder may be related to participation, exposure, and practice with friends. The purpose of this study was to evaluate the relations among friendship, activity participation, and internalizing problems. Participants included 129 children with autism spectrum disorder between the ages of 6 and 18 years. Measures of friendship, sport, hobby, and club participation, and internalizing problems were assessed. Results showed that activity participation was related to more friendships, even after controlling for intelligence quotient. This study sheds light on the impact of social engagement with peers in developing and maintaining friendships as well as managing internalizing problems.

scholarly journals Shared intentionality in children with Autism Spectrum Disorder (ASD)

2021 ◽  
Vol 26 (1) ◽  
pp. 56
Author(s):  
Asimenia Papoulidi ◽  
Christina F. Papaeliou ◽  
Stavroula Samartzi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Spectrum Disorder ◽  
Shared Intentionality ◽  
Children With Asd ◽  
Human Uniqueness ◽  
Communicative Gestures

It is well documented that the ability and motivation to engage with others in collaborative activities with joint goals and shared intentions is the foundation of human uniqueness. However, children with Autism Spectrum Disorder (ASD) show difficulties in sharing their motives, intentions, and emotions with others about topics in the environment and manifest low levels of engagement. The purpose of the present study was to compare the level of intentionality and social engagement in 10 children with ASD and 10 typically developing (TD) children, matched for mental age, during free play interactions with their mothers. Children were video recorded while playing with their mothers in a naturalistic condition with toys provided by the researcher. For the microanalysis of the video recordings the EUDICO Linguistic Annotator was used, which permits the analysis of joint behaviors and captures subtle qualitative differences in social engagement. Results indicated that children with ASD showed deficits in joint attention, exhibited no functional play and employed less communicative gestures than their peers in the comparison group. These differences between the two groups in their mode of communication led to the emergence of two distinct patterns of engagement which depict the different level of intentionality that these groups have in sharing their experiences during mother-child interactions. These representative patterns of interaction can be used as a potential tool for early identification of children at risk of ASD well before other behaviors become fully manifested.

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