scholarly journals The Impact of Augmented Reality on the Social Skills of Children with High Functioning Autism

2021 ◽  
Vol 2 (2) ◽  
pp. 150-154
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Social Skills ◽  
Augmented Reality ◽  
High Performance ◽  
Intervention Program ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
High Functioning ◽  
The Social ◽  
The Impact

The present study determined the effectiveness of augmented reality on the social skills of children with high Functioning autism. The present study was a quasi-experimental study with a posttest test with a control group. The statistical population of the present study included all children with autism with high performance in Andimeshk in 2019. Participants included 20 children with high-functioning autism who were selected by available sampling method and randomly selected in the experimental and control groups. They were evaluated using the Bellini social profile, and then augmented reality was performed on the experimental group in 10 45-minute sessions, while not on the control group. The findings were analyzed using covariance analysis and showed that the augmented reality intervention program had an effect on the social skills of children with high-functioning autism. Based on these results, augmented reality intervention program can be considered as a priority for rehabilitation of children with autism with high performance.

scholarly journals Quranic Recitation Using Technology as Complimentary Therapy to Ameliorate Social Skills for Children with Autism Spectrum Disorder (ASD)

2019 ◽  
pp. 38
Author(s):  
Amir MAL ◽  
Wan Fara AWAK ◽  
Mohd Zaid D ◽  
Mohd Amzari T ◽  
Kartini I
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Social Responsiveness ◽  
The Social ◽  
Making Friends ◽  
The Impact

Introduction: The number of children diagnosed with Autism Spectrum Disorder (ASD) is on the rise. ASD is a neurodevelopmental disability that affects social communication and social interaction that manifests with a restricted, repetitive pattern of behaviour, interest or activit ies (RRB) at an early developmental age. Consequently, ASD children are facing difficulties in social skills aspect such as eye contact, expression, and making friends. There are limited studies that show the recitation of the Quran may improve some symptoms, but there is no specific study that demonstrates the impact of the renditions on social skills.Objectives: To investigate the effect selected Quranic verses recitation on the social skills of the children with Autism Spectrum Disorder (ASD)Method: This study uses Quranic verses which are selected using two categories of the Quranic inimitability doctrine (I'jaz Al-Quran) (Al-Atrasy, 2007). Firstly, the influencing inimitabi lit y (I'jaz Ta'thiri) and secondly the language inimitability (I'jaz Lughawi). The recitation is kept consistent exposing to the children with ASD for a specified amount of time using an audio player with a Bluetooth speaker. The sound decibels will also be recorded. They will then be exposed to standard occupational therapy techniques. The evaluation of performance will use Quasi-Experimental research design questionnaires. Fourteen ASD Muslim children aged between 4-6 years old has been recruited for this research. The ASD children will be divided into an experimental and control group. The Social Responsiveness Scale- Second Edition (SRS-2) will be used to assess the response. The scale consists of a set of questionnaires, with Likert-scale evaluation.Results: The expected result for this study is the ASD children in the experimental group will have lower Total-scores of SRS-2 compared to control group.Conclusion: Quranic recitation provides effective complementary therapy to improve social skills among Muslim ASD childrenInternational Journal of Human and Health Sciences Supplementary Issue: 2019 Page: 38

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

GAIT DEVIATIONS IN CHILDREN WITH CLASSIC HIGH-FUNCTIONING AUTISM AND LOW-FUNCTIONING AUTISM

2016 ◽  
Vol 17 (03) ◽  
pp. 1750042 ◽  
Author(s):  
JOLANTA PAUK ◽  
NINA ZAWADZKA ◽  
AGNIESZKA WASILEWSKA ◽  
PAWEL GODLEWSKI
Keyword(s):  
Pressure Distribution ◽  
Plantar Pressure ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
Autistic Children ◽  
High Functioning ◽  
Exercise Treatment ◽  
Plantar Pressure Distribution ◽  
Low Functioning

The most significant symptoms of autism are abnormal movement patterns that can lead to the decrease of life quality. The purpose of the study was to compare quantitatively the gait strategy of the typical subjects, children with classic high-functioning autism (HFA), and children with low-functioning autism (LFA). Secondly, the comparison and the evaluation of main changes of plantar pressure parameters between groups were presented. The evaluation was carried out on 18 children with HFA, 10 children with LFA, and 30 age-matched children as a control group. A six camera motion capture system, two force plates and a pedobarograph were used to measure gait kinematics, joint kinetics, and pressure distribution under foot during walking. The analysis shows significant differences between children with HFA, LFA, and typical children in velocity, cadence, and magnitude of plantar pressure distribution. The magnitude of plantar pressure was reduced in children with autism under all anatomical masks, which was caused by plano-valgus deformity. Differences were also observed in joint angles and moments during gait cycle. Some of the results can be a source of important information about gait patterns in autistic children. Any exercise treatment prescribed for autistic children should focus on changing the patterns of plantar pressure distribution, which would be similar to patterns of typical children. However, the exercise treatment cannot be generalized due to the high inter-subject variability in children with autism.

Building Healthy Relationships: A Conversation With Dr. Ellen McGinnis-Smith

2019 ◽  
Vol 55 (3) ◽  
pp. 197-200
Author(s):  
Robert H. Zabel ◽  
James Teagarden ◽  
Marilyn Kaff
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
High Functioning Autism ◽  
Children And Youth ◽  
University Of Iowa ◽  
Healthy Relationships ◽  
High Functioning ◽  
The Social ◽  
Public Instruction ◽  
The University

Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series Skillstreaming. She also coauthored with Richard Simpson Skillstreaming Children and Youth with High Functioning Autism and Social Skills Success for Students with Asperger Syndrome and High-Functioning Autism. Dr. McGinnis-Smith recently retired as the Mental Health and Dispute Resolution Consultant for the Iowa Department of Public Instruction. Throughout her career, Dr. McGinnis-Smith says her passion has been helping educators meet the needs of children and youth with mental health and behavioral concerns.

scholarly journals The Impact of Art Education Program on the Social Skills of Preschool Children

2017 ◽  
Vol 5 (5) ◽  
pp. 17 ◽  
Author(s):  
Elçin Yazıcı
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Art Education ◽  
Education Program ◽  
Control Group ◽  
The Social ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
The Impact

The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test control group was used in the study in order to investigate the effect of “Art Education Program” on the social skills of children at the age of 61-72 months. Also, “Social Skills Evaluation Scale/ SSES” was used in the research. In the experiment group, “Art Education Program” was applied about 40 minutes-one hour in three week days for eight weeks in total. As a result of the statistical analysis of the data, it was found that “Art Education Program” applied had an effect in favour of experiment group depending on the mean scores of the children both in experiment and control group with regard to their social skills.

scholarly journals Effectiveness of Drama Therapy on Social Skills of Autistic Children

2021 ◽  
Vol 9 (1) ◽  
pp. 9-18
Author(s):  
Saeed Rahimi Pordanjani ◽  
Keyword(s):  
Social Skills ◽  
Repeated Measures ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Drama Therapy ◽  
Control Group ◽  
Statistical Population ◽  
High Functioning ◽  
Post Test ◽  
Experimental Group

Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism. Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later. Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05). Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.

The impact of cooperative learning on English as a foreign language tertiary learners' social skills

2013 ◽  
Vol 41 (4) ◽  
pp. 557-567 ◽  
Author(s):  
Huiping Ning
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Foreign Language ◽  
English Learners ◽  
Control Group ◽  
College English ◽  
Self Confidence ◽  
The North ◽  
The Social ◽  
The Impact

In this study, I focused on the impact of cooperative learning on the development of social skills in English as a foreign language (EFL) tertiary students. Participants were 2 randomly selected classes of students from a university in the north of China. A pretest-posttest control group quasiexperimental design was employed for the comparison of the impact of the cooperative learning approach with that of traditional whole-class instruction on 8 aspects of social skills: self-confidence, sense of cohesion, initiative in socialization, being positive, checking for understanding, equal participation and accountability, acceptance and empathy, and conflict management. These aspects form 8 subscales of the Social Skills Scale for Chinese College English Learners (SSS-CCEL; Ning, 2010), which the participants completed. Findings suggest substantial differences in favor of cooperative learning in the improvement of students' overall social skills, and in particular in the skills of equal participation and accountability.

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