Distance Learning Rehabilitation of Autistic Reasoning

2011 ◽  
pp. 662-668 ◽  
Author(s):  
Boris Galitsky
Keyword(s):  
Distance Learning ◽  
Social Interaction ◽  
Communication Skills ◽  
Children With Autism ◽  
Mental States ◽  
Autistic Children ◽  
School Aged Children ◽  
Patterns Of Behavior ◽  
Psychological Studies

Recent psychological studies have revealed that autistic children can neither reason properly about mental states of themselves and others, nor understand emotions (Leslie, 1987; Perner 1991; Pilowsky, Yirmiya, Arbelle, & Mozes 2000). Autism is a multifactor disorder that is characterized by impaired social interaction and communication, combined with repetitive and stereotyped patterns of behavior, and affects up to 1% of school-aged children in some geographic areas. In this article we are concerned with the strategies of rehabilitation of reasoning to improve communication skills of children with autism.

Distance Learning Rehabilitation of Autistic Reasoning

2011 ◽  
pp. 720-726
Author(s):  
Boris Galitsky
Keyword(s):  
Distance Learning ◽  
Communication Skills ◽  
Behavioral Intervention ◽  
Mental States ◽  
Dramatic Improvement ◽  
Autistic Children ◽  
School Aged Children ◽  
Intensive Behavioral Intervention ◽  
Patterns Of Behavior ◽  
Rehabilitation Personnel

Recent psychological studies have revealed that autistic children can neither reason properly about mental states of themselves and others, nor understand emotions (Leslie, 1987; Perner 1991; Pilowsky, Yirmiya, Arbelle, & Mozes 2000). Autism is a multifactor disorder that is characterized by impaired social interaction and communication, combined with repetitive and stereotyped patterns of behavior, and affects up to 1% of school-aged children in some geographic areas. In this article we are concerned with the strategies of rehabilitation of reasoning to improve communication skills of children with autism. It has been confirmed by multiple clinical studies that the properly timed treatment is essential for the autistic patient to increase the chance for recovery. An early behavioral intervention is highly beneficial for autistic children (Green, 1996; Jensen & Sinclair, 2002; Rogers, 1998). There is an opinion with increasing support by multiple researchers that intensive behavioral intervention (that can be stimulated in distance learning) may result in a dramatic improvement of autistic reasoning (McEachin, Smith, & Lovaas, 1993). From the viewpoint of autism experts who believe that there is no alternative to behavioral intervention (thought of as the only way to facilitate compensatory learning; see, e.g., Frith, 2001; Howlin, 1998), distance learning may be a useful aid for the education of parents and rehabilitation personnel.

scholarly journals AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN

2021 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Weny Anita Febriantini ◽  
Rahima Fitriati ◽  
Lulud Oktaviani
Keyword(s):  
Social Interaction ◽  
Communication Skills ◽  
Developmental Disorder ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Verbal Communication ◽  
Autistic Children ◽  
Restricted And Repetitive Behavior

Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.  Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communication. Thus, this study attempted to investigate the process of using both kinds of communication in teaching children with autism since children are easier to be threated than adults. To make the distinct result, the participants were from different level of autism. Then, based on the observation and interview, the findings showed that the verbal and non-verbal communication used by the therapist in teaching the autistic children can enhance their social interaction and communication skills.

scholarly journals Effects of School Closures Resulting From COVID-19 in Autistic and Neurotypical Children

2021 ◽  
Vol 6 ◽  
Author(s):  
Helen M. Genova ◽  
Aditi Arora ◽  
Amanda L. Botticello
Keyword(s):  
Social Isolation ◽  
Online Survey ◽  
Children With Autism ◽  
Negative Consequences ◽  
Autistic Children ◽  
School Closures ◽  
Daily Routines ◽  
School Aged Children ◽  
Parental Perspectives ◽  
Returning To School

The purpose of this study was to assess differences in negative consequences resulting from pandemic-related school closures between autistic and neurotypical children. We predicted that more negative consequences overall would be reported for children with autism compared to neurotypical children. We also expected to observe differences in the types of stressors reported between these two groups, with disruptions to daily routines more commonly reported for children with autism and stress due to social isolation more commonly reported for neurotypical children. Participants were parents of school-aged children, ages of 4–15 years old, who responded to an online survey (N = 250). Parental perspectives were collected using the Covid-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Parents in the autism group were additionally asked to respond to a survey about autism-specific stressors which may have increased during the pandemic, such as behavioral concerns, therapy disruptions, and hygiene issues. The majority of the respondents (65%) were parents of children with autism and 35% were parents of neurotypical children. Parents of autistic children were more likely to report that their child was negatively affected by routine changes, whereas parents of neurotypical children were more likely to report that their child was affected by social isolation. Overall, parents of children with autism were more than three times as likely to report negative changes in their child compared to parents of neurotypical children. When asked about autism-specific stressors, parents of autistic children reported concerns related to hygiene, behavioral regression, therapy disruption, meltdowns, and returning to school. The effects of the COVID-19 pandemic and prolonged school closures have disrupted the lives of children. Our results indicate that children with autism are at greater risk for negative outcomes due to emergency-related school disruptions. These findings have implications for educational planning for this vulnerable population for future public health crises.

scholarly journals HUBUNGAN ANTARA PENERIMAAN DIRI DAN DUKUNGAN SOSIAL ORANG TUA ANAK AUTIS DENGAN INTERAKSI SOSIAL ANAK AUTIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Suyanti Suyanti ◽  
Kurniyatul Faizah
Keyword(s):  
Social Support ◽  
Regression Analysis ◽  
Social Interaction ◽  
Social Acceptance ◽  
Sampling Technique ◽  
Children With Autism ◽  
Autistic Children ◽  
The Subject ◽  
Self Acceptance ◽  
Relationship Of

This study aims to determine how much influence social acceptance and support for parents of autistic children with social interaction of children with autism. The population is 30 parents of autistic children and the closestpeople who attend in PAUD Inklusi Anggrek MandiriSitubondo and the sample is the whole of the population  of some 30 people. This study is correlational; the subject is determined by purposive sampling technique. Results of the study showed that the regression analysis coefficient on F = 17.839, p = 0.000 (p <0.05) so that there is a significant relationship between self-acceptance and social support for parents of autistic children with social l interactionautistic children is received. Partially there is a significant correlation between self-acceptance with social interaction shown by prices at t = 5.018, p = 0.000, so the hypothesis is accepted. In parsal also shown at t = 1.613 p = 0.118 (p> 0.05), so the research hypothesis that says there is a relationship of social support with social interaction rejected. So overall derived price Sguare R = 0.569 which shows variable acceptance of self and social support contributed 56.9% effective this further strengthensacceptance your self parents with autistic children and social support autistic children associated with autistic children social interaction. So H0 rejected, which means acceptance of self and relationship betweensocial parents  support correlated with sociall  interactionautistic children.

scholarly journals Effects of a Therapeutic Horseback Riding Program on Social Interaction and Communication in Children with Autism

2021 ◽  
Vol 18 (5) ◽  
pp. 2656
Author(s):  
Mengxian Zhao ◽  
Shihui Chen ◽  
Yonghao You ◽  
Yongtai Wang ◽  
Yanjie Zhang
Keyword(s):  
Social Interaction ◽  
Communication Skills ◽  
Children With Autism ◽  
Control Group ◽  
Horseback Riding ◽  
Therapeutic Horseback Riding ◽  
Children With Asd ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Various therapeutic interventions have been studied and found to be effective in reducing the stereotypical behaviors of children with autism spectrum disorder (ASD). There has been increasing interest in using animal-assisted interventions (AAIs) as an alternative approach to therapeutic rehabilitation for children with ASD, and many studies have reported that AAI has significant benefits for the cognitive, psychological, and social behavior of children with ASD. The present study was designed to examine the effects of a 16 weeks therapeutic horseback riding program on social interaction and communication skills in children with autism. Eighty-four children diagnosed with ASD, aged between 6 and 12 years old, were recruited for this study. All selected participants met the DSM-V criteria, and a total of sixty-one participants (N = 61) completed the study. A quasi-experimental design with an experimental group and control group was implemented for this study, taking measurements at pre-test, interim-test, and post-test to monitor the behavior changes in social and communication throughout the 16-week intervention. Repeated measures ANOVA and the independent sample t-test were used for data analysis, to assess the difference between the experimental group and control group. The results indicated that the THR program had positive influences on overall social skills and communication, based on the SSIS and the ABLLS-R scores, compared to the control group (p < 0.05). A notable improvement in the overall social interaction score was observed from the interim-testing point to post-test. In addition, participants in the therapeutic horseback riding (THR) group achieved significant improvements on six out of seven items in their communication evaluations. In conclusion, after 16 weeks of intervention, the THR program significantly enhanced the subdomains of social and communication skills in the areas of social interaction, communication, responsibility, and self-control, compared to the control group.

scholarly journals Kemampuan Komunikasi Anak Autisme setelah Pemberian Mainan Squisy

2021 ◽  
Vol 6 (2) ◽  
pp. 88-93
Author(s):  
Astri Widiarti ◽  
Angelina Novia Toemon ◽  
Dian Mutiasari ◽  
Dedy Baboe
Keyword(s):  
New York ◽  
Social Interaction ◽  
Social Interactions ◽  
Communication Skills ◽  
Positive Impact ◽  
Children With Autism ◽  
Role Playing ◽  
Original Form ◽  
Research Subjects ◽  
Quasi Experimental

In general, the social interactions of children with autism are closely related to how the children with the disorder communicate. Failure to developing social interaction makes children with autism unable to make eye contact with their interlocutors, tend to isolate themselves from social interaction, therefore it is very necessary to minimize difficulties, obstacles/weaknesses so that children with autism can carry out social interactions. Squishy is a toy that has pores like a sponge, has a soft texture, dan elastic, it also has the ability to return to its original form. Annaliese Griffin, A New York writer claimed that Squishy could be used as a medium to developing motor skills, and through Squishy’s soft texture, it also could be used to developing children's sense of touch. Children with autism can communicate with themself, creating an imaginary friend, or inviting their parents to participate doing role-playing together, it also could be a place for to children carry out social interaction because they play with their friends. The purpose of The Study is to understand the communication skills of children with autism development after given them Squishy Toys. The research design used in this study is a quasi-experimental study that aims to identify the effect of playing squishy therapy on improving communication development in autistic children with a one-group pre-post test design approach, namely using one group of research subjects with pre-and post-treatment observations. Giving Squishy Toys has a positive impact on the development of communication skills for children with autism. This is because based on the previous study and after being given the Squishy toys treatment, it has a significant relationship.

scholarly journals PENGGUNAAN METODE PECS (Picture Exchange Communication System) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI ANAK AUTIS

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Euis Heryati ◽  
Riksma Nurahmi RA ◽  
Een Ratnengsih
Keyword(s):  
Communication Skills ◽  
Communication System ◽  
Children With Autism ◽  
Picture Exchange Communication System ◽  
Phase 2 ◽  
Autistic Children ◽  
Baseline Phase ◽  
Intervention Phase ◽  
The Mean ◽  
Picture Exchange

Qualitative disorders of communication are one of the characteristics possessed by children with autism. In children with autism occurred late speech development and the child is trying to communicate nonverbally. In this study tested method of Pecs (Picture Exchange Communication System) is an approach that can be used as an alternative to training communication autistic children. This method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve the communication skills of children with autism before and after the intervention and the extent of influence methods of Pecs in improving the communication skills of children with autism. The subjects were two autistic children who experience barriers to communication. The method used is an experimental method with the approach of Single Subject Research design A-B-A. The results showed that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5, while the baseline phase-2 (A-2) after a given intervention get the mean level of 10. the early ability subject 2 in communication skills at baseline-A (A-1) of 5.7 in the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after being given intervention to get the mean level of 11. the results of the study the two subjects above results in improved communication skills of children with autism in both subjects. Keywords : Communication Skills, Autistic, Pecs ( Picture Exchange Communication System)

scholarly journals The Effect of Early Intervention for Individuals with Autism to Increase Communication skills: أثر التدخل المبكر على الأفراد المصابين بالتوحد في زيادة مهارات الاتصال

2019 ◽  
Vol 3 (26) ◽  
Author(s):  
Ahmed Alohali
Keyword(s):  
Early Intervention ◽  
Social Interaction ◽  
Communication Skills ◽  
Descriptive Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Family ◽  
Spectrum Disorders ◽  
And Behavior ◽  
The Impact

The research was motivated because of every year the population of children with Autism Spectrum Disorders (ASD) continues to increase. An autism spectrum disorder characterized by three impairments (triad of impairments) are impairment of social communication, impairment of social interaction and behavior. The impact of stress on the family as for their children with GSA disorder can occur either internally or externally. Goal of research is a model of early intervention to enhance social interaction and communication skills of children with GSA. The method used is the Research and Development, with a primary emphasis on the qualitative approach, descriptive analysis, by interview and observation. The results showed that there are parents who initially could not accept, and even today is still not able to accept the children unconditionally and their stress because of confusion how to communicate with their children, but if there is a problem that must be faced by families support each other, think together solution. Early intervention is not well developed in the family, parents prefer intervention by the therapist rather than doing it yourself.    

scholarly journals Metode Glenn Doman Meningkatkan Kemampuan Interaksi Sosial Anak Autis

2018 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Desy Aydillah ◽  
Rokhaidah Rokhaidah
Keyword(s):  
Statistical Analysis ◽  
Social Interaction ◽  
Research Design ◽  
Developmental Disorder ◽  
Sampling Technique ◽  
Children With Autism ◽  
P Value ◽  
Autistic Children ◽  
Complex Developmental Disorder

ABSTRACT Autism is a complex developmental disorder typically arises during the first three years of life, with one of its characteristics being a disorder of social interaction. This study was conducted to determine the effectiveness of Glenn Doman Method on the ability of social interaction of children with autism. This research uses experimental quasi research design with disign approach one group pretest posttest design. The sample used were 15 autistic children with total sampling technique. Data were analyzed by T-dependent test. The result of statistical analysis shows p value 0,000 (0,000

scholarly journals Assisting Children with Autism Spectrum Disorder with Educational Mobile Apps to Acquire Language and Communication Skills: A Review

2021 ◽  
Vol 15 (06) ◽  
pp. 161
Author(s):  
Azham Hussain ◽  
Emmanuel O.C Mkpojiogu ◽  
Pauline Chiamaka Okoroafor
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Teaching Method ◽  
Mobile Apps ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Mobile App ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Language And Communication

This systematic literature review was set out to review available literature on autism spectrum disorder and educational mobile apps with the aim of investigating available educational mobile app and how teachers can utilize these apps in assisting autistic children in acquiring language and communication skills. In order to achieve the aim of the study, the researchers employed a systematic method of investigation. Fifty papers in the areas of autism, educational apps and teaching method for autistic children were downloaded. Twenty-six were carefully selected because of their relevance to the study. The papers were analyzed and the result showed that there are available educational apps that are effective in helping autistic children in acquiring language and communication skills.

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