Pedagogical principals of teaching the social skills to little school aged autistic children

2020 ◽  
Vol 59 (10) ◽  
pp. 22-25
Author(s):  
Kamala Ibrahim Aliyeva ◽  
Keyword(s):  
Social Skills ◽  
Social Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Theories ◽  
School Age ◽  
Autistic Children ◽  
Academic Knowledge ◽  
The Social ◽  
Education Process

The article called "Pedagogical principals of teaching the social skills to little school aged autistic children" deals with the ways of teaching social skills to the children with Autism Spectrum Disorder. In the begining of 20 th century teaching the social skills to the children who fell behind their peers in terms of psychological development began to improve. Following this, some approaches appeared and played a significant role in the development of children in this regard. In education process, besides prossesing academic knowledge, teaching social skills is important for these children to be able to live independitly (without dependence on anyone) in the society and behave in the frame of social norms. The explanation of learning social skills is noted, based on different theoretical aspects in the article and this facilitates teaching process of social skills. Key words: social skills, social learning, direct learning, learning theories, autism, little school age period, social performance

scholarly journals Investigating SOcial Competence and Isolation in children with Autism taking part in LEGO-based therapy clubs In School Environments (I-SOCIALISE): study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e030471
Author(s):  
Danielle Varley ◽  
Barry Wright ◽  
Cindy Cooper ◽  
David Marshall ◽  
Katie Biggs ◽  
...  
Keyword(s):  
Social Skills ◽  
Usual Care ◽  
Peer Relationships ◽  
Children With Autism ◽  
Skills Training ◽  
Well Being ◽  
Autism Spectrum ◽  
School Level ◽  
Children With Asd ◽  
The Social

IntroductionSocial skills training interventions for children with autism spectrum disorder (ASD) typically focus on a skills deficit model rather than building on existing skills or encouraging the child to seek their own solutions. LEGO-based therapy is a child-oriented intervention to help improve social interactional skills and reduce isolation. The therapy is designed for school-age children with ASD and uses group-based play in a school setting to encourage peer relationships and social learning. Despite the reported potential benefits of LEGO-based therapy in a prior randomised controlled trial (RCT) and its adoption by many schools, the evidence to support its effectiveness on the social and emotional well-being of children with ASD is limited and includes no assessment of cost-effectiveness.Methods and analysisThis multicentre, pragmatic, cluster RCT will randomise 240 participants (aged 7–15 years) with a clinical diagnosis of ASD to receive usual care or LEGO-based therapy with usual care. Cluster randomisation will be conducted on a school level, randomising each school as opposed to each individual child within a school. All prospective participants will be screened for eligibility before assenting to the study (with parents giving informed consent on behalf of their child). All participants will be followed up at 20 and 52 weeks after randomisation to assess for social, emotional and behavioural changes. The primary outcome measure is the social skills subscale of the Social Skills Improvement System completed by a teacher or teaching assistant associated with participating children at the 20-week follow-up time point.Ethics and disseminationEthics approval has been obtained via the University of York Research Ethics Committee. The results of the trial will be submitted for publication in a peer-reviewed journal and will be disseminated to participating families, education practitioners and the third sector including voluntary and community organisations.Trial registration numberISRCTN64852382; Pre-results.

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 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.

scholarly journals Immersive Virtual Reality in Improving Communication Skills in Children with Autism

2017 ◽  
Vol 11 (2) ◽  
pp. 146 ◽  
Author(s):  
Osama Halabi ◽  
Samir A. Elseoud ◽  
Jihad M. Alja'am ◽  
Hena Alpona ◽  
Moza Al-Hemadi ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Social Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Immersive Virtual Reality ◽  
Usability Study ◽  
Daily Life Activities ◽  
The Social ◽  
Immersive Environment ◽  
Communication Impairments

Individuals in the Autism Spectrum often encounter situations where they have to respond to questions and situations that they do not know how to respond to, such as, questions asked by strangers including ones related to daily-life activities. A variety of research has been done to improve social and communication impairments in children with autism using technology. Immersive virtual reality is a relatively recent technology with a potential to bring an effective solution and used as a therapeutic tool to develop different skills. This paper presents a virtual reality solution to reduce the gap experienced by autistic children due to their inability to establish a communication. An interactive scenario-based system that uses role-play and turn-taking technique was implemented to evaluate and verify the effectiveness of immersive environment on the social performance of an autistic child. Preliminary testing of the system demonstrated the feasibility of VR-based system as a took for improving the communication skill in Autism Spectrum Disorder (ASD) children. The results of the comparative usability study show the effectiveness of immersive VR in motivating and satisfying the autistic.

Using Apps to Develop Social Skills in Children With Autism Spectrum Disorder

2016 ◽  
Vol 52 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Kristin L. Withey
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Adult Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Grocery Store ◽  
Spectrum Disorder ◽  
Dramatic Play ◽  
Use Of Technology ◽  
The Social

Social skills are critical to later success in school and adult life. Typically, children build these through interaction with caregivers and peers. However, some students, especially those diagnosed with autism spectrum disorder (ASD), demonstrate delays in this domain and require additional interventions. While there are a number of interventions that are effective for young children with socioemotional delays, there remains a paucity of research on the use of technology as a socioemotional intervention in early childhood. This column suggests that applications on mobile devices can allow students to learn the social and play expectations for a given dramatic play scenario, such as “Grocery Store.”

scholarly journals Clinical polymorphism and variability in education of autistic children

2016 ◽  
Vol 14 (4) ◽  
pp. 3-9
Author(s):  
S.A. Morozov ◽  
T.I. Morozova
Keyword(s):  
Autism Spectrum Disorders ◽  
Correctional Education ◽  
Educational Development ◽  
Clinical Signs ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autistic Children ◽  
Spectrum Disorders ◽  
Main Components ◽  
Education Process

Children with autism spectrum disorders are considered a highly heterogeneous group by clinical signs, which makes it impossible to develop a common method of correctional and educational development for them. In this article, results of an analysis of clinical, psychological and pedagogic polymorphism in autism spectrum disorders are shown, emphasized are its main components and basic consequences necessary for organizing education. Results are viewed in the context of the principle of variability in education. A dual structure of variability in education of autistic children has been discovered. Shortly reviewed are some topical problems of correctional education process for autism spectrum disorders.

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