Ecological Features of Preschools and the Social Engagement of Children With Autism

2012 ◽  
Vol 34 (1) ◽  
pp. 40-56 ◽  
Author(s):  
Stephanie S. Reszka ◽  
Samuel L. Odom ◽  
Kara A. Hume
Keyword(s):  
Social Engagement ◽  
Children With Autism ◽  
Ecological Features ◽  
The Social

scholarly journals Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism

Autism ◽  
2016 ◽  
Vol 21 (8) ◽  
pp. 985-994 ◽  
Author(s):  
Jill Locke ◽  
Courtney Benjamin Wolk ◽  
Colleen Harker ◽  
Anne Olsen ◽  
Travis Shingledecker ◽  
...  
Keyword(s):  
Social Engagement ◽  
School Personnel ◽  
Children With Autism ◽  
Integrated Approach ◽  
Evidence Based ◽  
Clinical Expertise ◽  
School Factors ◽  
Evidence Based Practices ◽  
The Social ◽  
Engagement Intervention

Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel ( n = 39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation.

Prospective Social Entrainment: Imitation Interventions in Children With Autism

2014 ◽  
Vol 13 (2) ◽  
pp. 176-187 ◽  
Author(s):  
Karla Doepke ◽  
Thomas Mulderink ◽  
Verenice D’Santiago ◽  
Claire Karlen
Keyword(s):  
Skill Acquisition ◽  
Social Engagement ◽  
Clinical Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Function ◽  
The Social ◽  
Spectrum Disorders ◽  
Basic And Applied Research ◽  
Reciprocal Imitation

Imitation provides the basis for acquiring knowledge, as well as providing a foundation for the development of reciprocal social skills. Children with autism spectrum disorders (ASD) do not naturally imitate others, and it is hypothesized that deficits in imitation may impede their ability to develop both academically and socially. Early imitation intervention studies, using traditional direct teaching (e.g., teacher-directed discrete trial training), focused on the learning function of imitation and were successful in improving skill acquisition but had little impact on the development of socially successful interactions. More recently, imitation interventions have targeted reciprocal or synchronous imitation (e.g., child-directed reciprocal imitation training), focused on the social function of imitation and have resulted in gains in imitation abilities and concomitant improvements in social engagement. This article explores imitation deficits in individuals with ASD, describes basic and applied research focusing on improving imitation skills, discusses implications for clinical intervention, and provides a synthesis of the current literature within the framework of prospective cognition.

Music Therapy Intervention with Autistic Children

2013 ◽  
Vol 3 (2) ◽  
pp. 79-95
Author(s):  
Zuzana Vlachová
Keyword(s):  
Music Therapy ◽  
Children With Autism ◽  
Research Activity ◽  
Case Study Design ◽  
Qualitative Empirical Research ◽  
The Social ◽  
Multiple Case ◽  
Therapy Interventions ◽  
Therapy Intervention

The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the social interaction of children is; research will be directed to a deeper understanding of this influence and its characteristics using the multiple case study design.

A serious game to support learning and minimize the social isolation of children with autism

2020 ◽  
Author(s):  
S. Dantas Silva ◽  
F. M. Mendes Neto ◽  
R. M. de Lima ◽  
A. F. Sousa Neto ◽  
R. V. Santos Júnior ◽  
...  
Keyword(s):  
Social Isolation ◽  
Children With Autism ◽  
Serious Game ◽  
The Social

Childhood Autism and Social Class: A Question of Selection?

1980 ◽  
Vol 137 (5) ◽  
pp. 410-417 ◽  
Author(s):  
Lorna Wing
Keyword(s):  
Social Class ◽  
Children With Autism ◽  
Early Years ◽  
National Society ◽  
Factors Affecting ◽  
Class Bias ◽  
Class A ◽  
The Social ◽  
Autistic Behaviour ◽  
Childhood Psychoses

SummaryChildren with typical autism, other early childhood psychoses and severe mental retardation without autistic behaviour were identified in an epidemiological study in an area of South East London. The social class distribution of their fathers was examined and no significant differences were found between the groups, nor in a comparison with the general population of the area. Fathers of children with autism and related conditions referred to an out-patient clinic with a special interest in autism, mostly at their own request, and fathers joining the National Society for Autistic Children, were of higher social class than both the average for England and Wales and the fathers of the study children. Joining the NSAC during its early years, and keeping up membership were also linked with higher social class. The findings supported the view that reports of a social class bias in autism may be explained by factors affecting referral and diagnosis.

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