scholarly journals Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China

2021 ◽  
pp. 109830072110351
Author(s):  
Gabrielle T. Lee ◽  
Li He ◽  
Sheng Xu
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Peer Interactions ◽  
Autism Spectrum ◽  
Free Play ◽  
Physical Activities ◽  
Spectrum Disorder ◽  
Task Completion ◽  
Baseline Design ◽  
Preschool Boys

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (aged 4–5) with ASD participated in the study. Using a multiple baseline design across three participants, results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.

Using Video Self-Modelling to Teach Combined Vocational and Social Skills to an Adult with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas Parsons ◽  
Fiore D'Aprano ◽  
Matthew Hughes ◽  
Annie Parish ◽  
Nasia Outsikas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Vocational Skills ◽  
Baseline Design ◽  
Old Adult ◽  
Reading Order ◽  
Successful Employment ◽  
Employment Rates

Abstract Background, Aims and MethodsAdults with ASD have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for low functioning individuals with Autism Spectrum Disorder, with the ability to teach challenging vocational skills as well as basic social skills. Procedures and Outcomes The present study examined the use of video self-modelling to teach these skills to a 22-year-old adult with Autism Spectrum Disorder. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency using a least to most prompting strategy. Results and Conclusions Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. ImplicationsThis intervention resulted in the successful employment of an adult with ASD in a job that he specifically desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

scholarly journals Neural correlates of interpersonal space permeability and flexibility in autism spectrum disorder

2020 ◽  
Author(s):  
Claudia Massaccesi ◽  
Alexander Groessing ◽  
Lisa A. Rosenberger ◽  
Helena Hartmann ◽  
Michela Candini ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Effective Connectivity ◽  
Adult Population ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Trust Game ◽  
Future Research ◽  
Adults With Asd ◽  
Interpersonal Space

AbstractInterpersonal space can be defined as a safety zone immediately surrounding our body, which allows us to feel comfortable during social interactions. Previous studies indicate that the size of interpersonal space at which the other is perceived as intrusive (permeability) and the ability to adapt interpersonal distance based on contextual factors (flexibility) are altered in children and adults with Autism Spectrum Disorder (ASD). The present fMRI study aimed at extending the previous findings by investigating the behavioral and neurophysiological underpinnings of interpersonal space permeability and flexibility in adults with ASD.Individuals with ASD and matched controls (CTR) performed a modified version of the stop-distance paradigm for measuring interpersonal space preferences. Participants observed prerecorded videos of two confederates moving towards them and rated their comfort to the observed distance. The assessment of interpersonal space preferences was performed before and after engaging in cooperative and non-cooperative social interactions with the confederates, experimentally induced by means of a repeated trust game.We observed general lower comfort in response to an approaching confederate in the ASD group compared to the CTR group, indicating preference for larger interpersonal space in autism (altered permeability). This preference was accompanied by reduced activity in bilateral dorsal intraparietal sulcus (dIPS) and left fusiform face area (FFA), regions previously shown to be involved in interpersonal space regulation. Furthermore, we observed differences in effective connectivity among dIPS, FFA, and amygdala in ASDs compared to CTRs, depending on the level of experienced comfort. No differences between ASDs and CTRs were observed in the adaptation of interpersonal space following a cooperative and non-cooperative social interaction, suggesting preserved interpersonal space flexibility in the ASD adult population.The present study provides evidence for impaired permeability of interpersonal space in adults with ASD. The findings suggest that a dysregulation of the activity and connectivity of brain areas involved in the processing of interpersonal space may contribute to preference for larger distance and avoidance of physical proximity in ASDs. Future research is needed to examine whether the observed alteration of interpersonal space processing is an effect of or a contributing factor to the social disabilities characterizing autism.

scholarly journals Effectiveness of Telehealth Direct Therapy for Individuals with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Karen Nohelty ◽  
Casey B. Bradford ◽  
Leah Hirschfeld ◽  
Christopher Miyake
Keyword(s):  
Autism Spectrum Disorder ◽  
Applied Behavior Analysis ◽  
Clinical Supervision ◽  
Autism Spectrum ◽  
Discrete Trial Training ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Discrete Trial ◽  
Baseline Design ◽  
Behavior Analysts

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

Effect of a Two-Caregiver-Mediated, Occupation-Centered Intervention for a Family With a Toddler With Autism Spectrum Disorder

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515297p1-7512515297p1
Author(s):  
Abigail M. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Coaching Approach ◽  
Primary Author

Abstract Date Presented 04/13/21 Because of the key role parenting plays in a child's development, parent-mediated interventions that train one parent are a common approach to intervention for young children with autism spectrum disorder (ASD). However, this approach has resulted in mixed findings and may lead to increased parental stress. The purpose of this study was to examine whether a two-parent occupation-centered intervention using a coaching approach improved the quality of social interactions of a family with a toddler with ASD. Primary Author and Speaker: Abigail M. Carroll Contributing Authors: Emily Anderson, Lindsey Hatton, Mary Ferarro, Elyse C. Kelly, Katherine E. Schlager, Amanda Shea, and Kerianne Watlington

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

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.

scholarly journals Enhancement of psychomotor skills in children with autism spectrum disorder by employing a mechatronic training kit

2019 ◽  
Vol 10 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ramya S. Moorthy ◽  
Kritika Iyer ◽  
R. Hari Krishnan ◽  
S. Pugazhenthi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Psychomotor Skills ◽  
The Social ◽  
Skill Deficits ◽  
Hand Coordination

AbstractPrevalence of Autism Spectrum Disorder (ASD) in children has been increasing over the years. These children, when compared to typically growing children, face challenges in leading a day-to-day life. Other than the social interactions, communication and cognitive skills, psychomotor skill deficits are also found in them. This paper focuses on enhancement of psychomotor skills in children with ASD by employing a mechatronic training kit. Training using this kit aims at developing skills like ‘palmar grasp’, ‘wrist rotation’ and ‘eye-hand coordination’. Trials were conducted with six children with autism aged between four and nine years. Significant improvements were seen in these children both in skills and in behaviour after the training. Thus, teaching psychomotor skills to children with autism using the newly developed mechatronic door training kit is found to be working and the results are encouraging.

Sign in / Sign up

Export Citation Format

Share Document