scholarly journals Social Synchronization During Joint Attention in Children with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Qinyi Liu ◽  
Qiandong Wang ◽  
Xue Li ◽  
Xiaoyun Gong ◽  
Xuerong Luo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gaze Shift ◽  
Female Model ◽  
Children With Asd ◽  
The Social

Abstract Background: This study examined the social synchronization in children with autism spectrum disorder (ASD) when responding to others’ joint attention. Social synchronization refers to an individuals’ temporal coordination during social interactions, which has been found to play a crucial role in social development. Deficient joint attention has been repeatedly found in individuals with autism spectrum disorder, and previous studies have demonstrated various explanations about it. In a more recent perspective, joint attention could be associated with spontaneous social motor synchronization, and it is possible to explore social synchronization as a pathway to understanding the impairments of joint attention in children with ASD.Methods: Forty-one children aged 5 to 8 with ASD and 43 age-matched typically developing (TD) children watched a video to completed the response to joint attention (RJA) tasks, during which their gaze data were collected. The synchronization of gaze-shift behaviors between children and the female model in the video was measured with the cross-recurrence quantification analysis (CRQA). Results: We found that children with ASD had the ability, to some extent, to synchronize their gaze shifts with the female model in the video during RJA tasks. However, compared to the TD children, children with ASD displayed lower levels of synchronization and longer latency in this synchronized behavior. Limitations: The RJA task in our study was not a real social interaction task but rather a one-way interaction. Social interaction between two persons through live video or a natural scenario should be further explored. Besides, additional work is necessary to determine whether our findings generalize to individuals across the full autism spectrum. Conclusion: These findings provide a new avenue to deepen our understanding of the impairments of joint attention in children with ASD. Notably, the analytic method can be further applied to explore the social synchronization of numerous other social interactive behaviors in ASD. Additionally, the impairment of social synchronization may be a new implicit indicator for the evaluation of autism and can be utilized to screen children with ASD along with other indicators.

scholarly journals Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

Medicina ◽  
2019 ◽  
Vol 55 (8) ◽  
pp. 440 ◽  
Author(s):  
Joan DiPietro ◽  
Arpad Kelemen ◽  
Yulan Liang ◽  
Cecilia Sik-Lanyi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Robot Assisted ◽  
The Past ◽  
Children With Asd ◽  
The Social

Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

scholarly journals Technology-Assisted Intervention for Children with Autism Spectrum Disorder using Augmented Reality

2020 ◽  
Vol 8 (5) ◽  
pp. 2156-2162
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Social ◽  
Behavior Skills ◽  
And Behavior

Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted intervention for children with ASD.

A qualitative study on the social-emotional benefits of Drumtastic Ability Beats® for children with autism spectrum disorder

2018 ◽  
Vol 17 (3) ◽  
pp. 37-47
Author(s):  
Lyn G. Litchke, PhD ◽  
Mary Margaret Bracken, MSRLS-TR
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Children With Asd ◽  
The Social ◽  
Creative Self

This qualitative collective case study explored the social-emotional benefits of Drumtastic Ability Beats® in a dyadic partnership between children with autism spectrum disorder (ASD) and a college graduate student (GS). Fourteen male campers, ages 5-14, engaged in eight, 1-hour Drumtastic Ability Beats® sessions, twice a week, at a 4-week camp for children with ASD. Data collection focused on observational narrative field notes completed by the campers’ GS partner after each session. Thematic analysis revealed three primary themes: (1) familiarization through synchronization, (2) creative self-expression, and (3) self-regulation of emotions. These findings underscore the potential value of group drumming as a means to promote opportunities to enhance social-emotional regulation through facilitating relationships for children with ASD.

scholarly journals Reading Assessment in Children with Autism Spectrum Disorder

2016 ◽  
Vol 26 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Jessica Paynter ◽  
Marleen F. Westerveld ◽  
David Trembath
Keyword(s):  
Autism Spectrum Disorder ◽  
School Psychologists ◽  
Reading Difficulties ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Literature ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Behavioural Difficulties ◽  
The Social

The social-communication and behavioural difficulties experienced by children with autism spectrum disorder (ASD) are well documented in the research literature; however, relatively little attention has been paid to their commonly experienced reading difficulties. In this article, we synthesise the findings of the research to date and provide practical recommendations for school psychologists and counsellors tasked with assessing and supporting children with ASD who experience reading difficulties. Central to these recommendations is the need for comprehensive multidisciplinary assessment tailored to each child's needs, at all times avoiding common assumptions regarding literacy and learning in children with ASD.

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

Social Communication Symptoms in Children With Autism Spectrum Disorder: Predicting Comorbid Anxiety Disorder

2020 ◽  
Vol 38 (8) ◽  
pp. 942-953
Author(s):  
Patricia D. Cleinmark ◽  
Ashley N. M. Freeman ◽  
Elizabeth L. W. McKenney ◽  
LeAnna Kehl ◽  
Stephen D. A. Hupp ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Responsiveness ◽  
Symptom Presentation ◽  
Comorbid Anxiety ◽  
Children With Asd ◽  
The Social ◽  
The Relationship

Relatively few measures have been examined for their psychometric properties when assessing anxiety among children with autism spectrum disorder (ASD), and the relationship between ASD and anxiety symptoms remains poorly understood. This study examined the relationship between ASD symptoms on the Social Responsiveness Scale ( SRS) and comorbid clinical anxiety. In a sample of 2,435 participants, parents of children with ASD and comorbid anxiety endorsed more frequent or severe ASD symptoms than parents of children without comorbid anxiety. Severity of ASD symptoms was a significant predictor of anxiety status and approached clinical significance. Implications for measurement of anxiety among children with ASD are discussed, including that areas of symptom presentation should be carefully evaluated, and that the onset or worsening of anxiety may affect ASD symptom presentation.

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