scholarly journals There Can Be No Single Approach for Supporting Students with Autism Spectrum Disorder in Academic Libraries, but Sensory-Friendly Spaces and Clear Policies May Help

2019 ◽  
Vol 14 (3) ◽  
pp. 147-149
Author(s):  
Michelle DuBroy
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Academic Libraries ◽  
Academic Library ◽  
Autism Spectrum ◽  
Discussion Board ◽  
Spectrum Disorder ◽  
Public Discussion ◽  
Online Discussion Forum ◽  
Google Search

A Review of: Anderson, A. (2018). Autism and the academic library: A study of online communication. College & Research Libraries, 79(5), 645-658. https://doi.org/10.5860/crl.79.5.645 Abstract Objective – To investigate how people with autism spectrum disorder (ASD) discuss their experiences in academic libraries in an online community of their peers. Design – Qualitative content analysis. Setting – Online discussion forum. Subjects – An unknown number of registered members of Wrong Planet (wrongplanet.net), who self-identify as having ASD and have posted about academic libraries on the public discussion board since 2004. Methods – Potentially relevant Wrong Planet public discussion board threads posted between 2004 and an undisclosed collection date were retrieved using an advanced Google search with the search strategy “library; librarian; lib; AND college; university; uni; campus” (p. 648). Each thread (total 170) was read in its entirety to determine its relevance to the study, and a total of 98 discussion threads were ultimately included in the analysis. Data were coded inductively and deductively, guided by the research questions and a conceptual framework which views ASD as being (at least partially) socially constructed. Coding was checked for consistency by another researcher. Main results – Wrong Planet members expressed a variety of views regarding the academic library’s physical environment, its resources, and the benefits and challenges of interacting socially within it. Many members discussed using the library as a place to escape noise, distraction, and social interaction, while other members expressed the opposite, finding the library, its resources, and its patrons to be noisy, distracting, and even chaotic. Social interaction in the library was seen both positively and negatively, with members appearing to need clearly defined rules regarding collaboration, noise, and behaviour in the library. Conclusion – While there is no one-size-fits-all approach to supporting students with ASD in academic libraries, the findings suggest it may be beneficial to provide sensory-friendly environments, designate defined spaces for quiet study and for collaboration, clearly state rules regarding noise and behaviour, and provide informal opportunities to socialize. The author also suggests libraries raise awareness of the needs of ASD students among the entire academic community by hosting events and seminars. The author plans to build on these findings by surveying and interviewing relevant stakeholders.

Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

2020 ◽  
pp. 153465012098345
Author(s):  
Mirela Cengher ◽  
Joy C. Clayborne ◽  
Adrianna E. Crouch ◽  
Julia T. O’Connor
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Environmental Variables ◽  
Behavioral Interventions ◽  
Selective Mutism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Assessment And Treatment

Over 60% of children diagnosed with selective mutism are also diagnosed with Autism Spectrum Disorder. Previous research established that behavioral interventions are effective at increasing speech in children with both diagnoses. However, few studies conducted assessments to determine environmental variables that inhibit speech, and such assessments are necessary for the development of effective and efficient treatments. This case study describes an assessment that evaluated the function(s) of selective mutism. The results confirmed that the participant did not talk to avoid social interaction and that mutism occurred primarily in the presence of multiple, unfamiliar people. Our first treatment focused on increasing tolerance for social interaction, demonstrated by an increase in speech production in the presence of unfamiliar people. Our second treatment focused on increasing qualitative aspects of the participant’s speech (i.e., both responses and initiations). Finally, we taught the participant’s parents to implement the treatment in naturalistic settings, and the participant demonstrated generalization of treatment effects across people and settings. Implications for clinical practice and future research are discussed.

scholarly journals Changing diagnostic practices: autism spectrum disorder

2014 ◽  
Vol 20 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Marc Woodbury-Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Cognition ◽  
Social Interaction ◽  
Medical Practice ◽  
Classification System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Psychiatric Nosology ◽  
Diagnostic Practices

SummaryIn medical practice it is crucial that symptom descriptions are as precise and objective as possible, which psychiatry attempts to achieve through its psychopathological lexicon. The term ‘autism spectrum disorder’ has now entered psychiatric nosology, but the symptom definitions on which it is based are not robust, potentially making reliable and valid diagnoses a problem. This is further compounded by the spectral nature of the disorder and its lack of clear diagnostic boundaries. To overcome this, there is a need for a psychopathological lexicon of 'social cognition’ and a classification system that splits rather than lumps disorders with core difficulties in social interaction.

scholarly journals Fostering Emotion Recognition in Children with Autism Spectrum Disorder

2021 ◽  
Vol 5 (10) ◽  
pp. 57
Author(s):  
Vinícius Silva ◽  
Filomena Soares ◽  
João Sena Esteves ◽  
Cristina P. Santos ◽  
Ana Paula Pereira
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Emotion Recognition ◽  
Facial Expressions ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Vector ◽  
Robotic Platform ◽  
Children With Asd

Facial expressions are of utmost importance in social interactions, allowing communicative prompts for a speaking turn and feedback. Nevertheless, not all have the ability to express themselves socially and emotionally in verbal and non-verbal communication. In particular, individuals with Autism Spectrum Disorder (ASD) are characterized by impairments in social communication, repetitive patterns of behaviour, and restricted activities or interests. In the literature, the use of robotic tools is reported to promote social interaction with children with ASD. The main goal of this work is to develop a system capable of automatic detecting emotions through facial expressions and interfacing them with a robotic platform (Zeno R50 Robokind® robotic platform, named ZECA) in order to allow social interaction with children with ASD. ZECA was used as a mediator in social communication activities. The experimental setup and methodology for a real-time facial expression (happiness, sadness, anger, surprise, fear, and neutral) recognition system was based on the Intel® RealSense™ 3D sensor and on facial features extraction and multiclass Support Vector Machine classifier. The results obtained allowed to infer that the proposed system is adequate in support sessions with children with ASD, giving a strong indication that it may be used in fostering emotion recognition and imitation skills.

scholarly journals Autism Spectrum Disorder (ASD); Symptoms, Causes, Diagnosis, Intervention, and Counseling Needs of the Families in Jordan

2019 ◽  
Vol 13 (5) ◽  
pp. 48
Author(s):  
Emad Mohammad ali ◽  
Fatimah eid ziad Al- Adwan ◽  
Yazan M. Al-Naimat
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Nonverbal Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Age ◽  
Behavioral Patterns ◽  
Dramatic Rise ◽  
Counseling Needs

Autism Spectrum Disorder (ASD) is one of the most confusing disorders for which not only no exact cause has been identified, but also no definitive cure has been found yet. Autism is a disorder that is usually observed on the child at an early age, affecting various developmental aspects. Its development is abnormal. It shows an imbalance in its social interaction, characterized by repetition of certain behavioral patterns and challenges in verbal and nonverbal communication with others. Over the last few decades, its prevalence showed a dramatic rise; an observation that encouraged many researchers across the globe to try to explore all its aspects from etiology to diagnosis and intervention. Because of the difficulties in teaching children with autism, the families in Jordan encounter many challenges and stresses. This paper discusses the Autism Spectrum Disorder (ASD); Symptoms, Causes, Diagnosis, treatment, types and the counseling needs of the families in Jordan.

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.

Autism Spectrum Disorders

2020 ◽  
pp. 95-122
Author(s):  
Vikas Khullar ◽  
Harjit Pal Singh ◽  
Manju Bala
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Mental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Detailed Review ◽  
Technological Developments ◽  
The Subject

In the area of psychosis, autism spectrum disorder (ASD) is a mental disorder included with the major deficits associated with social interaction, communication, and repetitive or stereotypical behavior. A large number of computer-assisted approaches have been developed over the last few decades to improve the lifestyle of the subject with ASD. The aim of this study is to provide a detailed review of computational advancements for ASD interventions. This chapter summarizes the basic theories in autism and also discusses the technological developments of autism in the present era. With the enrichment in technological developments, researchers and experts focused on the monitoring and improvement of the skills (social, communication, and behavioral) in individuals with autism-related disorders. In conclusion, the work presented in this chapter summarizes that the evolutionary computational interventions have a remarkable possibility for the monitoring and basic skills enhancement in ASD.

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