The Information Site as the Way of the Communicative Skills Development of Children with Autism Spectrum Disorder

2021 ◽  
pp. 90-97
Author(s):  
Oksana Vasilievna Stepkova ◽  
◽  
Natalia Vasilievna Kushnareva ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Skills Development ◽  
Communicative Skills ◽  
Primary Schoolchildren ◽  
Spectrum Disorders

Introduction. The article is devoted to the problem of the communicative skills development of primary school children with autism spectrum disorders using the information site. The purpose of the article is to highlight the possibilities of using the information site by teachers in the process of communication skills development in children with autism spectrum disorders. Research methodology and methods. The research is based on the methodology of a differentiated approach taking into account the age and individual capabilities of the schoolchildren, as well as the severity of the disorder. Various classifications of autism spectrum disorders have been analyzed, and special attention has been paid to the consideration of the peculiarities of speech development, namely, its communicative function. The stages of the research carried out in order to identify the level of communication skills development of children with autism spectrum disorders and the search for ways of corrective work are reflected. Research results. The results of experimental work with the use of an information site aimed to communication skills development of primary schoolchildren with autism spectrum disorders have been presented. Conclusion. In conclusion we should underline that the communicative skills are one of the main manifestations of autism spectrum disorders and teachers can use information technology (for example, an information site) to develop these skills.

scholarly journals Learning to Read in Primary School Children with ASD and Intellectual Disabilities at the «Reading and Speech Development» Class

2018 ◽  
Vol 16 (2) ◽  
pp. 38-41
Author(s):  
K.A. Tilkhonova
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Adaptive Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Proximal Development ◽  
Mental Abilities ◽  
Spectrum Disorders

Children with autism and intellectual disabilities are able to master the reading skill in the conditions of systematic prolonged and adaptive learning. A teacher who realizes present task is important to know and take into account not only actual, but also potential mental abilities of the student. It is important for the teacher to apply new techniques of correctional pedagogy in his work, supplementing them with classical evidencedbased and reliable ones with the reliance on the zone of proximal development and on the principles of special pedagogy, in particular: developing education, accessibility, visibility, systemic and individuality. It is important for a teacher to remember that he is not only teaches, but also forming the personality of the child as a whole. The experience of teaching children with autism spectrum disorders and moderate intellectual disabilities to read who are educating in the school of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders is described.

scholarly journals Methods of Art Therapy in Extracurricular Activities for Children with ASD as an Instruments of Forming of the Empathy to Peers

2020 ◽  
Vol 18 (4) ◽  
pp. 59-65
Author(s):  
E.E. Artemova ◽  
M.A. Rryazhenova
Keyword(s):  
Autism Spectrum Disorders ◽  
Art Therapy ◽  
Extracurricular Activities ◽  
Fairy Tale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Primary School Children ◽  
Primary Schoolchildren ◽  
Spectrum Disorders ◽  
Comparative Results

The article considers the problem of lack of empathy and responsiveness to peers in children with autism spectrum disorders. The difficulties in the formation of social interaction in primary school children with autism spectrum disorders are the subject of discussion of special pedagogics and psychology. The article describes the experience of using art therapy methods in order to form a sense of responsiveness to peers in junior students with autism spectrum disorders. The authors give recommendations on the application of picture therapy, music therapy, play therapy and fairy tale therapy in extracurricular activities. Comparative results of the primary and repeated diagnostics of the formation of interaction skills of primary schoolchildren with ASD allow us to speak about the effectiveness of the described methods of psycho-correctional work.

Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders

2014 ◽  
pp. 160-180 ◽  
Author(s):  
Carolyn Kinsell ◽  
Boaventura DaCosta ◽  
Angelique Nasah
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Children With Autism ◽  
Great Difficulty ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Children With Asd ◽  
Simulation Based ◽  
Spectrum Disorders

It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with Autism Spectrum Disorders (ASD). Furthermore, there is research to suggest that certain game technology, such as simulation-based games, can enhance learning and the retention of knowledge, which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. However, at the time of this publication, very little empirical evidence exists that has specifically investigated the use of simulation-based games as interventions in the promotion of social skill development among children with ASD.

Social Skills Development for Children with Autism Spectrum Disorders through the Use of Interactive Storytelling Games

2016 ◽  
pp. 1631-1647 ◽  
Author(s):  
Sukun Jin ◽  
Boaventura DaCosta ◽  
Soohnwa Seok
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Video Games ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Skills Development ◽  
Interactive Storytelling ◽  
Human Psyche ◽  
Spectrum Disorders ◽  
Positive Feelings

Storytelling is an intricate part of the human psyche and hence, human history. From childhood, stories play an important role in human development, in that, for instance, humans automatically construct a storyline so that they can associate information. There is research to suggest that storytelling in video games can be beneficial because it can be used to help players identify with characters and their goals, creating a greater sense of immersion, positive feelings, and more physiological arousal. Furthermore, when the content is specific and targeted, these games are well suited for promoting acquisition, maintenance, and generalization of skills and knowledge. Findings such as these hold immense promise in the context of improving social skills for children with Autism Spectrum Disorders (ASD). Thus, the use of computers and video games, combined with more traditional storytelling, may serve as hopeful tools for motivating and engaging students as well as promoting learning. This chapter expounds upon this line of reasoning and explores the use of interactive storytelling games as an effective intervention in social skills development for children with ASD.

scholarly journals Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review

2010 ◽  
Vol 20 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Sathiyaprakash Ramdoss ◽  
Russell Lang ◽  
Austin Mulloy ◽  
Jessica Franco ◽  
Mark O’Reilly ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Computer Based ◽  
Spectrum Disorders

Assistive Technology-Based Programs to Support Adaptive Behaviors by Children with Autism Spectrum Disorders

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Fabrizio Stasolla ◽  
Adele Boccasini ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Life Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Practical Applications ◽  
The Third ◽  
Spectrum Disorders

This chapter provides readers with an overview regarding empirical evidences available in the literature within the last decade (i.e., 2005-2015) concerning the use of assistive technology for children with autism spectrum disorders. According to the including and excluding criteria, 36 studies were retained and grouped in four main categories, namely: (a) communication skills, (b) adaptive and/or social skills, (c) life skills, and (d) challenge behaviors. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to emphasize practical applications of assistive technology-based programs. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research. Results were fairly positive, although some failures occurred. Clinical, educational, psychological and rehabilitative implications were also discussed.

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