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.

A Viable Option?

2014 ◽  
pp. 143-162
Author(s):  
Julie E. N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Cost Effectiveness ◽  
Virtual Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Viable Option ◽  
Children With Asd ◽  
Single User

This chapter considers whether a computer-aided technology, single-user virtual environments, can provide a viable option to teach social skills to children with Autism Spectrum Disorder (ASD). Viability is discussed in terms of key themes found in the literature: evidence-basis, generalizability, cost effectiveness, appropriateness for children with ASD, user experience, teacher’s contribution, and usefulness for caregivers. A matrix is developed to provide a viability rating for each theme. The chapter concludes that evidence-basis and generalizability for single-user virtual environments as an intervention to teach social skills to children with autism spectrum disorder is weak but that cost effectiveness, appropriateness to teenage children with ASD, positive experience of the user, and potential usefulness for caregivers is strong, whilst the teacher’s contribution is a mixed rating between ease of use for the teacher and the high one-on-one time commitment required.

Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis

2020 ◽  
Author(s):  
Rebecca West ◽  
Michael J Silverman
Keyword(s):  
Autism Spectrum Disorder ◽  
Clinical Practice ◽  
Social Skills ◽  
Music Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Advantages And Disadvantages ◽  
Children With Asd ◽  
Critical Interpretive Synthesis

Abstract Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

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 Viable Option?

2016 ◽  
pp. 2006-2024
Author(s):  
Julie E. N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Cost Effectiveness ◽  
Virtual Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Viable Option ◽  
Children With Asd ◽  
Single User

This chapter considers whether a computer-aided technology, single-user virtual environments, can provide a viable option to teach social skills to children with Autism Spectrum Disorder (ASD). Viability is discussed in terms of key themes found in the literature: evidence-basis, generalizability, cost effectiveness, appropriateness for children with ASD, user experience, teacher's contribution, and usefulness for caregivers. A matrix is developed to provide a viability rating for each theme. The chapter concludes that evidence-basis and generalizability for single-user virtual environments as an intervention to teach social skills to children with autism spectrum disorder is weak but that cost effectiveness, appropriateness to teenage children with ASD, positive experience of the user, and potential usefulness for caregivers is strong, whilst the teacher's contribution is a mixed rating between ease of use for the teacher and the high one-on-one time commitment required.

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.

scholarly journals GAMBARAN KETERAMPILAN SOSIAL EMOSI ANAK AUTISM SPECTRUM DISORDER (ASD) DI SEKOLAH PAUD INKLUSI BUNDA GANESA

Edukid ◽  
2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Aulia Rahmawati Dewi ◽  
Juhanaini Juhanaini ◽  
Aan Listiana
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Childhood Education ◽  
Children With Asd ◽  
Education School

The Description of Social Emotional Skills Children with Autism Spectrum Disorder (ASD) in Paud Inklusi Bunda Ganesha.  Much research on emotional-social skills has been done; however, there is limited research on the emotional-social skills and stimulations for young children, especially those with Autism Spectrum Disorder (ASD). Therefore, the writer attempts to conduct research on ASD children focusing on their emotional-social skills. The problem in this research is formulated this way: “How are the emotional-social skills of children with Autism Spectrum Disorder in Bunda Ganesa Early Childhood Education School described?” The research adopted a descriptive method with the qualitative approach. Qualitative research was selected because this research emphasizes investigative efforts to (naturally) study the on-going phenomena in the finding of the emotional-social skills of children with ASD at Bunda Ganesa Early Childhood Education School. The research involved a four-year-old boy diagnosed with ASD. The research was conducted from October 1 – November 7, 2014. The findings show that children with ASD experience some obstacles, which support the existing theories, where children with ASD have difficulties in communicating, tend to avoid eye contact (not focused), and have difficulties in using gestures to communicate. In addition, children with ASD are inclined to enjoy being alone and become disinterested in playing with their friends. In the field, it is not impossible that the writer finds obstacles and problems during the writing of this undergraduate thesis. Teachers and schools are recommended to pay more attention and help improve the development of children with ASD because children have much potential to develop. Gambaran Keterampilan Sosial Emosi Anak Autism Spectrum Disorder (ASD) di Sekolah PAUD Inklusi Bunda Ganesa. Berbagai Penelitian Keterampilan Sosial emosional telah banyak dilakukan, namun dalam penjelasan tentang keterampilan sosial emosional serta stimulasi bagi anak usia dini masih sangat terbatas terutama bagi anak ASD. Untuk itu penulis mencoba meneliti anak ASD mengenai keterampilan sosial emosinya. Rumusan masalah dalam penelitian ini adalah Bagaimana Gambaran Keterampilan Sosial Emosi Anak Autism Spectrum Disorder di Sekolah PAUD Inklusi Bunda Ganesa. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Penelitian kualitatif atau kajian kualitatif digunakan dalam penelitian ini karena penelitian ini menekankan pada upaya investigatif untuk mengkaji secara ( alamiah), fenomena yang tengah terjadi dalam mengetahui keterampilan sosial emosi anak Autism Spectrum Disorder (ASD) di sekolah PAUD Inklusi Bunda Ganesa. Subjek penelitian yang terlibat dalam penelitian ini adalah Anak laki-laki yang berusia 4 tahun yang di diagnosa mengalami Autism Spectrum Disorder (ASD). Pelaksanaan dimulai dari tanggal 1 Oktober -7 November 2014. Hasil Penelitian yang ditemukan anak ASD ini mengalami beberapa hambatan yang sesuai dengan teori yang sudah ada, dimana anak yang mengalami ASD akan mengalami kesulitan berkomunikasi, ia akan menghindari kontak mata (tidak fokus), kesulitan dalam menggunakan sikap tubuh untuk berkomunikasi. Dan cenderung anak yang mengalami ASD ini lebih senang untuk menyendiri dan tidak tertarik untuk bermain bersama teman-temannya. Dalam pelaksanaan di lapangan penulis tidak menutup kemungkinan penulis menemui hambatan dan kendala-kendala yang muncul pada saat melakukan penulisan skripsi ini. Rekomendasi untuk Orangtua, Lembaga sekolah sebaiknya lebih memperhatikan dan membantu meningkatkan perkembangan anak ASD. Karna  ada beberapa perkembangan anak yang dapat terus dimotivasi agar berkembang.

scholarly journals Effect of Social Stories on Social Skills of children with Autism Spectrum Disorder

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Anu Aggarwal ◽  
Babita Prusty
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Rating Scale ◽  
Social Stories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Response ◽  
The Social ◽  
Significant Difference

The research titled “Effect of Social Stories on social skills of children with Autism Spectrum Disorder” was aimed to study that how Social Stories as an intervention affect the social skills of children with Autism Spectrum Disorder. In the study a sample of 4 children with Autism Spectrum Disorder ranging from 4-8 years of age was taken using purposive sampling. The tool used to assess the social skills was Childhood Autism Rating Scale, Second Edition – Standard Version (CARS2-ST). The data was collected using Pre-Post Research Design and then analyzed using t-test as the statistical tool. There was significant difference between the scores of pre intervention and post intervention by Social Stories. The results hence generated proved that social skills including relating to people, adaptation to change, visual response, listening response and verbal communication can be enhanced and supported by the Social Stories.

Virtual Reality–Based Social Skills Training for Children With Autism Spectrum Disorder

2020 ◽  
pp. 016264342094560 ◽  
Author(s):  
Fengfeng Ke ◽  
Jewoong Moon ◽  
Zlatko Sokolikj
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Social Skills ◽  
Learning Environment ◽  
Children With Autism ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Skills Learning

In this study, the researchers explored the usage of a virtual reality (VR)–based social skills learning environment for children with autism spectrum disorder (ASD). Using OpenSimulator, the researchers constructed a desktop VR-based learning environment that supports social-oriented role-play, gaming, and design by children with ASD. Seven 10–14 years old children with ASD participated in this VR-based social skills program for 20+ hr on average. Data were collected via screen recording and observation of play- and design-oriented social skills enactment and pre- and postintervention Social Communication and Skills Questionnaires. Participants demonstrated an increased level of successful social skills performance from the baseline to the intervention phase. The findings provided preliminary evidence for the usage of a VR-based social skills learning environment for children with ASD.

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