scholarly journals Supporting Persons with Autism Disorders Entering Adulthood

2017 ◽  
Vol 9 (2) ◽  
pp. 116-127
Author(s):  
I. Kostin
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Social Behavior ◽  
Social Environment ◽  
Social Roles ◽  
Autism Spectrum ◽  
Autistic Individual ◽  
The World ◽  
Long Time ◽  
Spectrum Disorders

The article affirms the desirability of a long-time psychocorrectional support of individuals with autism spectrum disorders (ASD) and their families, including in adulthood. The term developing social environment for an adult autistic individual is uncovered. Two important areas of psychological correction of ASD starting from younger adolescence are identified. These are: 1. teaching of skills of appropriate social behavior and 2. increase of understanding himself and the world of people and their relationships by autistic individual. The specifics of each of these areas of work and the methods used in each of them are briefly described. In particular, forming social skills has “good habits” and social roles developing as a base. The author supposes psychological support shouldn’t be equaled exclusively to the development of social skills which individual needs.

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

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.

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