scholarly journals The Non-Fitness-Related Benefits of Exergames for Young Individuals Diagnosed with Autism Spectrum Disorder: A Systematic Review

2021 ◽  
Author(s):  
Phoebe Morris ◽  
Ed Hope ◽  
John Paul Mills
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Beneficial Effects ◽  
Positive Effects ◽  
Social Communication Skills ◽  
Health Related

Background. Autism Spectrum Disorder (ASD) is a common neurodevelopmental condition characterised by social-communication deficits and is often accompanied by an array of symptoms, including cognitive and motor differences. Research has begun to investigate the utility of exergames (virtual exercise games) for combating some of the functionally impairing facets of ASD. However, no review to date has investigated the positive effects of exergaming for young individuals diagnosed with ASD, exclusive of their effects on fitness-related/health-related outcomes. Methods. We systematically reviewed the literature for articles published between 1990 – 2020, which aimed to examine the effectiveness of exergames for targeting some of the symptoms observed in children diagnosed with ASD, exclusive of physical fitness-related outcomes. Results. Out of 193 relevant articles, 10 met the inclusion criteria. All studies showed beneficial effects of exergaming for executive function and motor skills, however more work is needed to examine the beneficial effects of exergaming for social development in young autistic individuals. Conclusion. The present review supports the use of exergaming to improve some functions in ASD and suggests future research is needed to expand on this for the enhancement of social-communication skills.

scholarly journals Walking Ability is Associated with Social Communication Skills in Infants at High Risk for Autism Spectrum Disorder

Infancy ◽  
2018 ◽  
Vol 23 (5) ◽  
pp. 674-691 ◽  
Author(s):  
Jessica Bradshaw ◽  
Cheryl Klaiman ◽  
Scott Gillespie ◽  
Natalie Brane ◽  
Moira Lewis ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Walking Ability ◽  
Social Communication Skills

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

2020 ◽  
pp. 001440292095376 ◽  
Author(s):  
Ana D. Dueñas ◽  
Joshua B. Plavnick ◽  
Howard Goldstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Positive Effects ◽  
Social Initiations ◽  
Children With Asd ◽  
Peer Mediated Intervention

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool 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.

scholarly journals Can Social Communication Skills for Children Diagnosed With Autism Spectrum Disorder Rehearsed Inside the Video Game Environment of Minecraft Generalize to the Real World?

10.2196/14369 ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e14369
Author(s):  
Lee Cadieux ◽  
Mickey Keenan
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Video Game ◽  
Real World ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Real ◽  
Social Communication Skills ◽  
Game Environment

In this paper, we outline opportunities within the video game environment for building skills applicable to real-world issues faced by some children. The game Minecraft is extremely popular and of particular interest to children diagnosed with autism spectrum disorder. Although the game has been used by support communities to facilitate the social interaction of children and peer support for their parents, little has been done to examine how social skills developed within the game environment generalize to the real world. Social Craft aims to establish a framework in which key social communication skills would be rehearsed in-game with a view to facilitating their replication in a similarly contained real-world environment. Central to this approach is an understanding of the basic principles of behavior and the engagement of a sound methodology for the collection of data inside and outside the respective environments.

Motor competency and social communication skills in preschool children with autism spectrum disorder

2018 ◽  
Vol 11 (6) ◽  
pp. 893-902 ◽  
Author(s):  
Francesco Craig ◽  
Alessandro Lorenzo ◽  
Elisabetta Lucarelli ◽  
Luigi Russo ◽  
Isabella Fanizza ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills

Sex differences in social communication behaviors in toddlers with suspected autism spectrum disorder as assessed by the ADOS-2 toddler module

Autism ◽  
2021 ◽  
pp. 136236132110470
Author(s):  
Emily Ronkin ◽  
Erin C Tully ◽  
Lee Branum-Martin ◽  
Lindsey L Cohen ◽  
Christine Hall ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Social Communication ◽  
Gold Standard ◽  
Autism Diagnostic Observation Schedule ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Communication Behaviors ◽  
Autism Diagnostic Observation

The Autism Diagnostic Observation Schedule, 2nd-edition (ADOS-2) Toddler Module is the current gold-standard measure of autism spectrum disorder (ASD), a neurodevelopmental condition more frequently diagnosed in toddler boys than girls. Some evidence suggests that behaviors assessed by the Toddler Module may capture an ASD phenotype that is more common among boys than girls. Focus on these behaviors may contribute to sex differences in ASD diagnoses. Particularly, the ADOS-2 may equivalently weight social communication behaviors on which boys and girls are expected to look similar and behaviors that which girls may, due to early socialization, perform differently than boys. As a consequence, the Toddler Module may fail to identify ASD in girls who should qualify for the diagnosis. The current study examined the possibility that some ADOS-2 items may function differently for boys and girls by testing the degree to which eight items equivalently related to a social communication latent factor across sexes in toddlers with suspected ASD. Inconsistent with hypotheses, tests of differential item functioning revealed no evidence of sex differences, suggesting that the Toddler Module assesses these eight items similarly for boys and girls. Examination of factor loadings point to Creativity/Imagination as an area of interest for future research. Lay Abstract When toddlers are suspected of autism spectrum disorder (ASD), the gold-standard assessment technique is with the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) Toddler Module, a behavioral observation system. ASD is a neurodevelopmental condition more frequently diagnosed in toddler boys than in toddler girls. There is some evidence that the ADOS-2 assesses behaviors that are more characteristic of boys with ASD than girls. Thus, it is possible that focusing on these behaviors contributes at least in part to why more boys are diagnosed than girls. Specifically, girls may show more social skills than boys during the ADOS-2 assessment due to their socialization histories, which may lead to missed diagnoses of ASD in toddler girls. The current study examined eight social behaviors assessed by the ADOS-2 in a sample of toddlers with suspected ASD to see if they contributed differently to the total score of those items. Examination of those items suggested that those social communication behaviors work the same for boys and girls with suspected ASD, which was inconsistent with hypotheses. However, examination of particular items raises the possibility of examining creative/imaginative play as an area for future research.

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