“Two Friends Spending Time Together”: The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents With Autism Spectrum Disorder

Purpose Social interaction poses many challenges for adolescents with autism spectrum disorder (ASD) and complex communication needs. The purpose of this study was to investigate the impact of video visual scene displays (video VSDs) on communication during interactions between adolescents with ASD and peer partners. Method This study used an across-participant multiple-baseline single-case experimental design. Four adolescents with ASD and complex communication needs were taught to use video VSDs, presented on a tablet-based app, during social interactions with peer partners in a high school setting. The video VSDs used during the interactions were selected (and programmed with vocabulary) based on the interests of the adolescent with ASD and their peer partner. Results Following the introduction of the video VSD intervention, all four adolescents with ASD demonstrated an increase in communicative turns compared to baseline (Tau- U = 1.0, 95% CI [0.56, 1]), and all four increased in modes of communication used. Increased use of speech also was observed for the three participants who made use of speech prior to the intervention. All participants with ASD (and their peer partners) expressed an interest in continued use of the video VSD app to support social interaction. Conclusion The use of video VSDs may be a viable option to increase the participation and communication of adolescents with ASD during social interactions with peer partners. Supplemental Material https://doi.org/10.23641/asha.16734532

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Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2017_ajslp-17-0104 ◽

2018 ◽

Vol 27 (1) ◽

pp. 207-221 ◽

Cited By ~ 15

Author(s):

Michelle C. S. Therrien ◽

Janice C. Light

Keyword(s):

Autism Spectrum Disorder ◽

Preschool Children ◽

Peer Interaction ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Complex Communication Needs ◽

Joint Engagement ◽

Turn Taking ◽

Communication Needs ◽

The Impact

PurposeThis study investigates the impact of a multicomponent intervention on the social communication and engagement of preschool children with complex communication needs (CCN) and autism spectrum disorder (ASD) and peers without disabilities.MethodFive dyads of children participated in this research. A multiple probe design across dyads was used to evaluate the effects of intervention on the frequency of communicative turns expressed by children with CCN and ASD in interactions with peers. Frequency of peer turns, percentage of turns taken by peers, and joint engagement were investigated to assess the quality of the interaction. The intervention included (a) provision of a communication app on an Apple iPad Air 2 and (b) dyadic turn-taking training.ResultsFour of the 5 participants with CCN completed training and increased independent communicative turn-taking with peers. The 5th participant showed increased turn-taking during training but little change in independent turn-taking. All peers took more turns in intervention than in baseline, with no negative impact on the turn balance between participants. Average joint engagement increased for all dyads, although session-to-session variability was high.ConclusionThe results from this study provide support for the use of this intervention to promote peer interaction for children with CCN and ASD.Supplemental Materialhttps://doi.org/10.23641/asha.5829678

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Greater Social Competence Is Associated With Higher Interpersonal Neural Synchrony in Adolescents With Autism

Frontiers in Human Neuroscience ◽

10.3389/fnhum.2021.790085 ◽

2022 ◽

Vol 15 ◽

Author(s):

Alexandra P. Key ◽

Yan Yan ◽

Mary Metelko ◽

Catie Chang ◽

Hakmook Kang ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Interaction ◽

Social Competence ◽

Social Interactions ◽

Real Time ◽

Statistical Significance ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Neural Synchrony ◽

Adolescents With Autism

Difficulty engaging in reciprocal social interactions is a core characteristic of autism spectrum disorder. The mechanisms supporting effective dynamic real-time social exchanges are not yet well understood. This proof-of-concept hyperscanning electroencephalography study examined neural synchrony as the mechanism supporting interpersonal social interaction in 34 adolescents with autism spectrum disorder (50% female), age 10–16 years, paired with neurotypical confederates of similar age. The degree of brain-to-brain neural synchrony was quantified at temporo-parietal scalp locations as the circular correlation of oscillatory amplitudes in theta, alpha, and beta frequency bands while the participants engaged in a friendly conversation. In line with the hypotheses, interpersonal neural synchrony was significantly greater during the social interaction compared to the baseline. Lower levels of synchrony were associated with increased behavioral symptoms of social difficulties. With regard to sex differences, we found evidence for stronger interpersonal neural synchrony during conversation than baseline in females with autism, but not in male participants, for whom such condition differences did not reach statistical significance. This study established the feasibility of hyperscanning during real-time social interactions as an informative approach to examine social competence in autism, demonstrated that neural coordination of activity between the interacting brains may contribute to social behavior, and offered new insights into sex-related variability in social functioning in individuals with autism spectrum disorders.

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The impact of caregiver stigma on real-life social experience of Taiwanese adolescents with autism spectrum disorder

Autism ◽

10.1177/13623613211004329 ◽

2021 ◽

pp. 136236132110043

Author(s):

Valerie Hwee Taur Lim ◽

Yu-Wei Ryan Chen ◽

Mei-Hui Tseng ◽

Anita Bundy ◽

Reinie Cordier

Keyword(s):

Autism Spectrum Disorder ◽

Social Interactions ◽

Social Participation ◽

Family Members ◽

Real Life ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Affiliate Stigma ◽

Adolescents With Autism ◽

The Impact

Caregivers of adolescents with autism spectrum disorder commonly experience stigma. However, how stigma influences social interactions of adolescents with autism spectrum disorder is unclear. We aimed to explore the impact of caregiver stigma on real-life social experiences of Taiwanese adolescents with autism spectrum disorder. In the context of everyday activities, 76 adolescents with autism spectrum disorder who were not intellectually disabled (69 males, aged 10–16 years) carried a mobile device that prompted them 7 times, randomly, each day for 7 days to record with whom they were interacting, what they perceived, and how they felt about the interactions. Caregivers completed the Affiliate Stigma Scale to measure caregiver stigma. Multilevel analyses revealed that participants whose caregivers perceived high levels of stigma were more likely than those whose caregivers experienced less stigma to interact with family members and less likely to be interested in interacting with people at school. However, those participants also experienced more anxiety while interacting with family members. The findings shed light on ways that caregiver stigma impacted the social experiences of adolescents with autism spectrum disorder and suggest that, in promoting social participation for adolescents with autism spectrum disorder, researchers and service providers must support caregivers to manage stigma. Lay abstract Caregivers of people with autism spectrum disorder commonly experience stigma. As a result, they may avoid contact with others, in turn, influencing their child’s social participation. This study aimed to explore the impact of stigma perceived by the caregivers on the everyday social experience of Taiwanese adolescents with autism spectrum disorder. We asked 76 adolescents with autism spectrum disorder who did not have intellectual disability (69 males, aged 10–16 years) to carry a mobile device for 7 days. The device prompted them 7 times each day to record who they were interacting with, what they perceived, and how they felt about their social interactions. In addition, we asked their caregivers to complete the Affiliate Stigma Scale to measure their experience of stigma. We found that participants whose caregivers perceived high levels of stigma were more likely to spend time with family members and less likely to be interested in interacting with people at school. Those participants also were more likely to experience anxiety while interacting with family. Our study suggests that it is important for clinicians to implement support services for adolescents with autism spectrum disorder and help caregivers in managing stigma to promote their child’s social participation.

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Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

10.32469/10355/48225 ◽

2014 ◽

Author(s):

◽

Xianhui Wang

Keyword(s):

Autism Spectrum Disorder ◽

Social Interaction ◽

Social Competence ◽

Social Interactions ◽

Social Presence ◽

Virtual Learning ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

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Needs for a Healthy Eating Intervention for Adolescents with Autism Spectrum Disorder: A Qualitative Study

Current Developments in Nutrition ◽

10.1093/cdn/nzaa043_015 ◽

2020 ◽

Vol 4 (Supplement_2) ◽

pp. 164-164

Author(s):

Acadia Buro ◽

Heewon Gray

Keyword(s):

Autism Spectrum Disorder ◽

Healthy Eating ◽

Social Engagement ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Nutrition Intervention ◽

Funding Sources ◽

Balanced Diet ◽

Adolescents With Autism ◽

Adolescents With Asd

Abstract Objectives This study aimed to better understand perceptions of healthy eating and a prospective nutrition intervention in adolescents with autism spectrum disorder (ASD) and parents of adolescents with ASD. Methods Four focus groups (n = 11) were conducted with adolescents with ASD aged 10–17, and nine interviews were conducted with parents of adolescents with ASD aged 10–17. Questions were semi-structured. Thematic and comparative analyses were conducted with ATLAS.ti 8 software. Results Several themes emerged. Adolescents and parents expressed a need for “nutrition guidelines and education” and discussed the importance of having “social engagement,” “visual components,” and “teen-led initiatives” in a nutrition intervention. When defining a healthy diet, both parents and adolescents mentioned the concept of a “balanced diet,” while parents also mentioned “clean foods.” Conclusions Adolescents with ASD represent an appropriate target audience for a healthy eating intervention, and an intervention should include visual and social components and teen-led initiatives. Funding Sources There was no funding source.

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Videos With Integrated AAC Visual Scene Displays to Enhance Participation in Community and Vocational Activities: Pilot Case Study With an Adolescent With Autism Spectrum Disorder

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.55 ◽

2017 ◽

Vol 2 (12) ◽

pp. 55-69 ◽

Cited By ~ 9

Author(s):

Tara O'Neill ◽

Janice Light ◽

David McNaughton

Keyword(s):

Autism Spectrum Disorder ◽

Real World ◽

Effective Means ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Visual Scene ◽

Task Completion ◽

Complex Communication Needs ◽

Communication Needs

In order to maximize the positive outcomes of augmentative and alternative communication interventions, it is critical that interventions support the participation of individuals with complex communication needs within real-world interactions in their natural environments. A pilot case study was used to evaluate the effects of videos with integrated visual scene displays (VSDs), displayed on a tablet-based application (app), on the percent of task steps completed independently within three community and vocational activities by an adolescent with autism spectrum disorder (ASD). The results indicated noticeable gains in independent task completion and communication across contexts while using the video VSD app after only a few intervention sessions. These results provide preliminary evidence that videos with integrated VSDs may serve as an effective means to maximize independent participation and communication for individuals with complex communication needs and ASD in real-world contexts. Ultimately, this assistive technology could reduce dependence on aides (e.g., job coaches, paraprofessionals) and create increased opportunities for employment and independent participation in meaningful community activities for individuals with complex communication needs.

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Reading Buddies: A Strategy to Increase Peer Interaction in Students With Autism

Intervention in School and Clinic ◽

10.1177/1053451217692570 ◽

2017 ◽

Vol 53 (1) ◽

pp. 44-49 ◽

Cited By ~ 2

Author(s):

Lisa A. Simpson ◽

Yvonne Bui

Keyword(s):

Autism Spectrum Disorder ◽

Social Interaction ◽

Social Interactions ◽

Peer Interactions ◽

Autism Spectrum ◽

Shared Reading ◽

Inclusive Settings ◽

Students With Autism ◽

Reading Activity ◽

Support Students

Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so that students with ASD and students without disabilities can interact in a variety of activities without undue reliance on adults. A peer-mediated approach to a shared reading activity is presented in which students without disabilities and students with ASD are taught a three-step strategy to increase social interactions around a story.

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Gaming Disorder and Computer-Mediated Communication in Children and Adolescents with Autism Spectrum Disorder

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000674 ◽

2020 ◽

Vol 48 (2) ◽

pp. 113-122

Author(s):

Frank W. Paulus ◽

Charlotte S. Sander ◽

Monika Nitze ◽

Anne-Rose Kramatschek-Pfahler ◽

Anette Voran ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Children And Adolescents ◽

Computer Mediated Communication ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Gaming Disorder ◽

Mediated Communication ◽

Computer Mediated ◽

Adolescents With Autism ◽

Adolescents With Asd

Abstract. Background: This study investigates how children and adolescents with autism spectrum disorder (ASD) make use of computer gaming and computer-mediated communication (CMC) in comparison to their nonautistic peers. Method: Parents filled out a standardized questionnaire on media use, gaming disorder (GD), and CMC. Sixty-two boys with a diagnosis of ASD aged 4 to 17 years (mean = 11.5; SD = 3.2) were compared to 31 healthy control boys (mean = 11.5; SD = 3.7). Results: Children and adolescents with ASD used CMC less frequently than their nonautistic peers but played video games for longer times than the controls. They preferred playing alone rather than in company of others and less frequently in multiplayer mode. Levels of GD symptoms were higher in boys with ASD. Conclusions: Children and adolescents with ASD seem to be an especially vulnerable subpopulation for GD. For them, the gaming situation (alone and in single-player mode) and CMC behavior seem to correspond to social patterns in real life. Our findings also provide support for the inclusion of offline gaming in the GD definition.

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