Play, Social Interaction, and Motor Development: Practical Activities for Preschoolers with Visual Impairments

1998 ◽  
Vol 92 (3) ◽  
pp. 176-188 ◽  
Author(s):  
M. Zanandrea
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Motor Development ◽  
Low Vision ◽  
Visual Impairments ◽  
Peer Play ◽  
Natural Medium ◽  
Social Interaction Skills ◽  
Children With Visual Impairments ◽  
Interaction Skills

Children with visual impairments (who are blind or have low vision) should be given the chance to develop locomotor and social interaction skills at the same time as sighted students. Since play is a natural medium through which children learn, a number of activities can easily be incorporated into peer-play situations at school. These activities enable children to practice moving and orienting themselves properly in relation to others and their surroundings and to be better prepared for social interactions with sighted children.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

scholarly journals Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta

2017 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
Nadlifah Nadlifah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Classroom Environment ◽  
School Environment ◽  
Social Process ◽  
Children With Autism ◽  
The Right ◽  
Social Interaction Skills ◽  
Interaction Skills

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

The Effects of Ecologically Valid Intervention Strategies on the Locomotor Skills of Children With Visual Impairments

2020 ◽  
Vol 37 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Ali Brian ◽  
Laura Bostick ◽  
Angela Starrett ◽  
Aija Klavina ◽  
Sally Taunton Miedema ◽  
...  
Keyword(s):  
United States ◽  
Motor Development ◽  
Low Vision ◽  
Visual Impairments ◽  
Intervention Strategy ◽  
The United States ◽  
Physical Education Teachers ◽  
Physical Educator ◽  
Schools For The Deaf ◽  
Children With Visual Impairments

Children with visual impairments often exhibit difficulties with locomotor skills (e.g., the ability to move one’s body from one place to another), warranting the need for ecologically valid interventions with conditions that attempt to match the real world in a variety of settings. Parents and physical education teachers are the ones choosing to provide movement opportunities for children with visual impairments and must be included in any ecologically valid intervention strategy. This was a descriptive-analytic study. To support the greatest diversity in settings, the authors recruited 94 participants (blind = 44 and low vision = 50; Mage = 13.01 years, SD = 3.26) from schools for the deaf and blind in the United States (teacher led, n = 17) or Latvia (teacher led, n = 57), through an online LISTSERV throughout the United States (parent led, n = 10), and a control subgroup (n = 10). At the pretest, no participant’s motor development met age expectations. Children with visual impairments from multiple locations and cultures significantly improved compared with controls who did not. Results were most favorable when the physical educator was the interventionist. However, further research is needed to replicate these findings.

scholarly journals Virtual Voice Assistant Applications Improved Expressive Verbal Abilities and Social Interactions in Children with Autism Spectrum Disorder: A Single-Subject Experimental Study

2021 ◽  
Author(s):  
Mohammed F Safi ◽  
Badriya Al Sadrani ◽  
Ashraf Mustafa
Keyword(s):  
Artificial Intelligence ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Baseline Phase ◽  
Children With Asd ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Abstract Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing). Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple’s Siri, for three months. Pre- and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children. Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children’s speech intelligibility and social interactions. Conclusions: Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study’s findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

Social Interactions of Behaviorally Disordered Children and Youth: Where Are We and Where Do We Need to Go?

1987 ◽  
Vol 12 (4) ◽  
pp. 292-298 ◽  
Author(s):  
Richard L. Simpson
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Disorders ◽  
Program Development ◽  
Children And Youth ◽  
Special Issue ◽  
Behaviorally Disordered ◽  
Social Interaction Skills ◽  
Interaction Research ◽  
Interaction Skills

The purpose of this article is to react and respond to the concepts, ideas, and suggestions of the authors who contributed to this special issue of Behavioral Disorders. In particular, trends in developing social interaction skills of behaviorally disordered pupils are identified and discussed, including the educational and psychological importance of social interaction skills and current training issues and procedures. Suggestions for future social interaction research and program development are also identified and discussed.

Involving rural nonhandicapped children in teaching social interaction skills to behavior disordered/multiply handicapped elementary students

1988 ◽  
Vol 9 (2) ◽  
pp. 27-32 ◽  
Author(s):  
Susan T. Buse ◽  
Jack T. Cole ◽  
Toby Rubin ◽  
R. Fletcher
Keyword(s):  
Social Interaction ◽  
Elementary Students ◽  
Social Interactions ◽  
Intervention Strategies ◽  
Handicapped Child ◽  
Specific Behavior ◽  
Appropriate Social Behaviors ◽  
Social Interaction Skills ◽  
Behavior Disordered ◽  
Interaction Skills

Severely behavior disordered children with accompanying multiple handicaps usually have little or no appropriate social interaction skills. The purpose of this study was to determine if naive (i.e., untrained), normal children's interaction with severely behavior disordered children would increase the rate of appropriate social behaviors exhibited by the behavior disordered children. Results indicated a significant increase in social interactions when nonhandicapped children were assigned to play with a specific behavior disordered/multiply handicapped child. The described intervention strategies are replicable for rural programs.

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