scholarly journals Imagining Autism: Feasibility of a drama-based intervention on the social, communicative and imaginative behaviour of children with autism

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 915-927 ◽  
Author(s):  
Julie Beadle-Brown ◽  
David Wilkinson ◽  
Lisa Richardson ◽  
Nicola Shaughnessy ◽  
Melissa Trimingham ◽  
...  
Keyword(s):  
Children With Autism ◽  
Potential Effect ◽  
Scientific Data ◽  
Control Group ◽  
School Based ◽  
Parental Response ◽  
High Satisfaction ◽  
The Social ◽  
Social Communicative ◽  
Parent And Teacher Ratings

We report the feasibility of a novel, school-based intervention, coined ‘Imagining Autism’, in which children with autism engage with drama practitioners though participatory play and improvisation in a themed multi-sensory ‘pod’ resembling a portable, tent-like structure. A total of 22 children, aged 7–12 years, from three UK schools engaged in the 10-week programme. Measures of social interaction, communication and emotion recognition, along with parent and teacher ratings, were collected before and up to 12 months after the intervention. Feasibility was evaluated through four domains: (1) process (recruitment, retention, blinding, inter-rater reliability, willingness of children to engage), (2) resources (space, logistics), (3) management (dealing with unexpected changes, ease of assessment) and (4) scientific (data outcomes, statistical analyses). Overall, the children, parents and teachers showed high satisfaction with the intervention, the amount of missing data was relatively low, key assessments were implemented as planned and evidence of potential effect was demonstrated on several key outcome measures. Some difficulties were encountered with recruitment, test administration, parental response and the logistics of setting up the pod. Following several protocol revisions and the inclusion of a control group, future investigation would be justified to more thoroughly examine treatment effects.

scholarly journals Effect of Equine-Assisted Activities on Social and Sensory Functioning of Children with Autism

2018 ◽  
Vol 26 (6) ◽  
pp. 551-575
Author(s):  
Drew C. Coman ◽  
Margaret P. Bass ◽  
Michael Alessandri ◽  
Christine S. Ghilain ◽  
Maria M. Llabre
Keyword(s):  
Treatment Strategies ◽  
Specific Treatment ◽  
Children With Autism ◽  
Control Group ◽  
Therapeutic Effects ◽  
Post Intervention ◽  
Assessment Scores ◽  
The Social ◽  
Teacher Reports ◽  
Equine Assisted

Abstract This is a replication, randomized control trial, that investigated the therapeutic effects of a 12-week equine-assisted (EA) intervention on the social and sensory functioning of children with autism. Reliability and stability of parent and teacher reports of children’s social and sensory functioning across three assessment times were assessed, in support of the validity of observed outcomes. Furthermore, it was hypothesized that children in the EA group (n = 25) would significantly improve, relative to a wait-list control group (n = 25), in both domains of functioning. Results indicated that reports were reliable, and children in the experimental group improved in overall social and sensory functioning, as well as within specific subdomains, with “unblinded” assessment methods. Relative to the pre-assessment scores, children improved in functioning in specific areas at post-assessment and 8-weeks post-intervention. Therefore, results of the study suggest EA activities may be a beneficial modality for delivering autism-specific treatment strategies.

scholarly journals The Impact of Augmented Reality on the Social Skills of Children with High Functioning Autism

2021 ◽  
Vol 2 (2) ◽  
pp. 150-154
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Social Skills ◽  
Augmented Reality ◽  
High Performance ◽  
Intervention Program ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
High Functioning ◽  
The Social ◽  
The Impact

The present study determined the effectiveness of augmented reality on the social skills of children with high Functioning autism. The present study was a quasi-experimental study with a posttest test with a control group. The statistical population of the present study included all children with autism with high performance in Andimeshk in 2019. Participants included 20 children with high-functioning autism who were selected by available sampling method and randomly selected in the experimental and control groups. They were evaluated using the Bellini social profile, and then augmented reality was performed on the experimental group in 10 45-minute sessions, while not on the control group. The findings were analyzed using covariance analysis and showed that the augmented reality intervention program had an effect on the social skills of children with high-functioning autism. Based on these results, augmented reality intervention program can be considered as a priority for rehabilitation of children with autism with high performance.

scholarly journals The Effect Of Giving Family’s Psychososial Stimulation On Social Development Of Children With Autism Spectrum Disorder (ASD) At ADIP Center Therapy Sumber Bendo Kediri Regency

2020 ◽  
Vol 9 (2) ◽  
pp. 1092-1100
Author(s):  
Luluk Susiloningtyas ◽  
Nurin Fauziyah ◽  
Ratih Kusuma Wardhani
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Wilcoxon Test ◽  
Control Group ◽  
Psychosocial Stimulation ◽  
The Social ◽  
The Family

Psychosocial stimulation served as a beneficial reinforcer for child development. Good psychosocial stimulation has a positive impact on the social development particularly for children with ASD. These study used a Quasi Experiment with Non-equivalent Control Group Design. The research analysis of the Mann Whitney test showed a significance of Sig (p) = 0.034. α = 5% = 0.05, p <α means there are differences in social development of children with Autism Spectrum Disorder (ASD) in the treatment group with the control group,  it means that there is a difference after the treatment of giving psychosocial stimulation by the family. The analysis was performed using the Wilcoxon test, it was found that Sig (p) = 0.003. α = 5% = 0.05, p <α, it means that there is an effect of giving psychosocial stimulation by the family on the social development of children with Autism Spectrum Disorder (ASD).

To Develop the Sense of Activity Through Play in Children With Autism Spectrum Disorders

2020 ◽  
pp. 174-195
Author(s):  
Víctor del Toro Alonso ◽  
Mónica Jiménez-Astudillo ◽  
Pilar Gutiez-Cuevas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Depth Interview ◽  
The Social ◽  
Ideal Tool ◽  
Spectrum Disorders ◽  
Social Communicative

Play is an ideal tool for enhancing the development of children with autism spectrum disorders (ASD). It is important to know their possibilities and to develop play activities that permit the special educational needs of these children to be addressed in an adequate way. Therefore, a case study is presented with two children and a two-year follow-up period during which the authors observe which aspects the development has evolved and if it is possible to increase the sense of the activity in these children using play as an educational response. The results are accompanied by an in-depth interview with the teachers of the students over the two-year period. An improvement in areas of development is evidenced in the social, communicative, symbolic, and anticipation and flexibilization dimensions during the two years immersed in a play methodology, supported by the structuring of routines and task spaces. Also, an evolution of the sense of the activity and the development of functional play is observed.

Symbolic development in TD, DS and ASD

2016 ◽  
Vol 33 (S1) ◽  
pp. S353-S353 ◽  
Author(s):  
M. Kékes Szabó
Keyword(s):  
Autism Spectrum ◽  
Dyadic Interaction ◽  
Diagnostic Tools ◽  
Control Group ◽  
Effective Interventions ◽  
The Social ◽  
Competing Interest ◽  
Specific Disorders ◽  
Social Communicative ◽  
Symbolic Processes

This study is about symbolic processes in atypical populations, which is presumed to lead to a deeper understanding of the ontogenesis of normal symbolic development. Exactly, we aimed to explore the emergence of symbolic play in children with Down syndrome (DS) and in children with autism spectrum disorder (ASD). A typically developing (TD) control group was also involved in the study. Fundamentally, we applied the qualitative method and focused on the replica play of the children that could be observed during their dyadic interaction with their parents. The activity of the individuals was recorded on video. The data were analysed with Noldus Observer XT 8.0 program software. The results confirmed atypical patterns of replica play in DS and ASD. Although both of these children groups demonstrated impairments in representational abilities, the autistic children seemed to have a basic cognitive defect. While children with DS were more often able to demonstrate coherent play activity, children with ASD could not use replica toys in the appropriate context verifying impairments in the social-communicative system. However, further studies are needed to cover the characterizations of psychopathological-specific disorders, to plan new diagnostic tools and more effective interventions.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Discrepancies in Parent and Teacher Ratings of Social-Behavioral Functioning of Children With Chromosome 22q11.2 Deletion Syndrome: Implications for Assessment

2013 ◽  
Vol 118 (5) ◽  
pp. 339-352 ◽  
Author(s):  
Vandana Shashi ◽  
Emily Wray ◽  
Kelly Schoch ◽  
Kathleen Curtiss ◽  
Stephen R. Hooper
Keyword(s):  
22Q11.2 Deletion Syndrome ◽  
Teacher Ratings ◽  
Emotional Behavior ◽  
Multiple Informants ◽  
Behavioral Functioning ◽  
Deletion Syndrome ◽  
Control Group ◽  
22Q11.2 Deletion ◽  
The Social ◽  
Parent And Teacher Ratings

Abstract Children with 22q11.2 deletion syndrome exhibit high rates of social-behavioral problems, particularly in the internalizing domain, indicating an area in need of intervention. The current investigation was designed to obtain information regarding parent and teacher ratings of the social-emotional behavior of children with 22q11DS. Using the Child Behavior Checklist (CBCL), the sample included 67 children with 22q11DS and 59 control subjects. Results indicated significant differences in social-behavioral functioning of children with 22q11DS, as compared to a control group, based on rater type. Specifically, parents reported more difficulties with internalizing problems, withdrawal, and social problems in children with 22q11DS. In contrast, teachers perceived few differences between children with 22q11DS and unaffected children. Correlational analyses indicated weak concordance between parent and teacher reports, with no significant correlations on any of three summary scales. The findings support the use of multiple methods of assessment and multiple informants when collecting information regarding the social-behavioral functioning of children with 22q11DS, and that interpretations based on only one informant/setting need to be made cautiously.

Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain

2018 ◽  
Vol 34 (3) ◽  
pp. 519-531 ◽  
Author(s):  
Berta Murillo Pardo ◽  
José A Julián Clemente ◽  
Luis García González ◽  
Enrique García Bengoechea ◽  
Eduardo Generelo Lanaspa
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Ecological Model ◽  
Holistic Approach ◽  
Developed Countries ◽  
Control Group ◽  
Intervention Programme ◽  
School Based ◽  
The Social ◽  
Quasi Experimental

Summary Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called ‘Sigue la Huella’ (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels. This programme has proven to be effective in increasing the daily levels of moderate to vigorous PA, in decreasing ST and in improving motivational outcomes in secondary education students, in the city of Huesca (Spain). The study design was quasi-experimental, longitudinal and by cohorts, and it was carried out in four schools, two as an experimental group (n = 368) and two as a control group (n = 314). During the 25 months’ intervention, this programme adopted a holistic approach aiming to create favourable environments to engage in PA, and the empowerment of students to get actively involved in the design and execution of the activities, assuming responsibility for managing and optimizing their own PA. The programme is theoretically based on the social-ecological model and self-determination theory, and it provided evidence for four actions or components that can be used in school-based PA promotion: tutorial action, Physical Education at school, dissemination of information and participation in institutional programmes and events. The aim of this article is to describe the main characteristics of the intervention programme that have proved to be effective with respect to the objectives proposed.

Resilience-based intervention for youth: An initial investigation of school social work program in Kuwait

2021 ◽  
pp. 002087282110187
Author(s):  
Malak Al-Rasheed
Keyword(s):  
High School Students ◽  
Social Work ◽  
Preliminary Investigation ◽  
Future Research ◽  
School Students ◽  
School Based ◽  
High Satisfaction ◽  
The Social ◽  
Significant Positive Change ◽  
Social Work Program

This article describes the preliminary investigation of the initial feasibility of the ‘ Fostering Youth Resilience Project’, a universal school-based program delivered by school social workers to 54 high school students in Kuwait. Results reported significant positive change and high satisfaction with the program. The study provided initial evidence support to the applicability of the program for youth in a non-Western culture. Future research needs to evaluate the effect of the program in larger groups, using controlled trials and longer term follow ups. Discussion of limitations and practical implications for the social work profession are presented.

A Trampoline Exercise Group: Feasibility, Implementation, and Outcomes

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520395p1-7512520395p1
Author(s):  
Sarah A. Schoen ◽  
Vincentia Ferrari ◽  
Virginia Spielmann
Keyword(s):  
Sensory Integration ◽  
Children With Autism ◽  
Exercise Group ◽  
Social Needs ◽  
Community Based ◽  
Effective School ◽  
School Based ◽  
The Social ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Trampoline exercise is a movement-based program that has been proposed as beneficial for children with autism or sensory integration and processing challenges. This session shares data from a pretest–posttest study documenting motor and psychosocial improvements in children who participated in a structured trampoline exercise group. Results suggest this is a potentially effective school-based or community-based method to address both the motor and the social needs of these children. Primary Author and Speaker: Sarah A. Schoen Additional Authors and Speakers: Vincentia Ferrari, Virginia Spielmann

Sign in / Sign up

Export Citation Format

Share Document