Applied virtual environments to support learning of social interaction skills in users with Asperger's Syndrome

2002 ◽  
Vol 13 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sue Cobb ◽  
Luke Beardon ◽  
Richard Eastgate ◽  
Tony Glover ◽  
Steven Kerr ◽  
...  
Keyword(s):  
Social Interaction ◽  
Virtual Environments ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Social Interaction Skills ◽  
Interaction Skills

Identical Triplets with Asperger's Syndrome

1983 ◽  
Vol 143 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Eyrena Burgoine ◽  
Lorna Wing
Keyword(s):  
Social Interaction ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Verbal Communication ◽  
Childhood Autism ◽  
Circumscribed Interests ◽  
Intellectual Impairment ◽  
Case Histories

SummaryThe case histories are presented of three 17 year old identical male triplets with Asperger's syndrome. They show the impairments affecting social interaction, non-verbal communication and imagination, the motor clumsiness, and the circumscribed interests characteristic of that condition. They also have some features in their history and present behaviour more typical of childhood autism. Despite marked overall similarities, the three differ in the severity with which their problems are manifested. A relationship can be found between the amount of peri- and post-natal trauma, degree of intellectual impairment and number of autistic features. The findings support the hypothesis that autism and Asperger's syndrome are on the same continuum of pathology.

scholarly journals The Extent of Practicing Social Interaction Skills by Jordanian Elementary School Students in accordance with Carl Orff’s Approach to Music Education

2018 ◽  
Vol 12 (3) ◽  
pp. 95
Author(s):  
Tariq William Odeh ◽  
Mohammad Saleem Al Zboon
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Social Interaction ◽  
Music Education ◽  
Elementary School Students ◽  
School Students ◽  
Public And Private ◽  
Private And Public ◽  
Social Interaction Skills ◽  
Interaction Skills

The present study aimed at identifying the extent of practicing social interaction skills by Jordanian elementary school students in accordance with Carl Orff’s approach to music education. The study’s population consists from all the male and female music teachers who teach at primary levels in public and private Jordanian schools (i.e. 350 female and male teachers). In order to collect the required data, the researchers developed a questionnaire that consists from 50 statements.It was concluded that the level of practicing the social interaction skills by Jordanian elementary school students is low from the perspective of the sampled teachers. That is because the total arithmetic mean is 1.80. As for the total standard deviation, it is 0.71. In addition, the means of all the questionnaire statements are within the moderate and low levels. In the light of the study’s results, the researchers recommend the following:Promoting the role of the music education at private and public schools. The researchers also recommend providing all the necessary means and instruments for facilitating and improving the educational processHolding more training courses for teachers regularly by the ministry of education about the music education strategies and methods.

scholarly journals Teaching Social Interaction Skills with Stealthy Training Techniques

2015 ◽  
Vol 3 ◽  
pp. 4036-4043
Author(s):  
Scott Flanagan ◽  
Zachary Horn ◽  
Camilla Knott ◽  
Frederick Diedrich ◽  
Kent Halverson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Training Techniques ◽  
Social Interaction Skills ◽  
Interaction Skills

Social interaction skills and theory of mind in young children.

1999 ◽  
Vol 35 (2) ◽  
pp. 386-391 ◽  
Author(s):  
Anne C. Watson ◽  
Charisse Linkie Nixon ◽  
Amy Wilson ◽  
Laura Capage
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Young Children ◽  
Social Interaction Skills ◽  
Interaction Skills

Use of Feedback from Sighted Peers in Promoting Social Interaction Skills

2005 ◽  
Vol 99 (7) ◽  
pp. 403-412 ◽  
Author(s):  
Divya Jindal-Snape
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Visually Impaired ◽  
Visual Cues ◽  
Verbal Reinforcement ◽  
Relevant Feedback ◽  
Self Evaluation ◽  
Social Interaction Skills ◽  
Interaction Skills

A boy who was visually impaired was trained to self-evaluate his social interaction, and a sighted peer was trained to provide relevant feedback to the boy through verbal reinforcement by the researcher. This feedback enhanced the boy's social interaction with his sighted peers, improved certain aspects of his social behavior, and increased the accuracy of his self-evaluation for behaviors that require visual cues.

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