Recent Technologies to Improving Social and Communication Skills in Children with ASD: Systematization of Approaches and Methods

<p>In the article recent technologies of formation and development of social and communication skills in children with autism spectrum disorders are analyzed. A systematic review summarizes the most effective and verified interventions of support to socialization of children with ASD: applied behavior analysis (ABA); cognitive-behavioral training (CBT); social stories method; social skills training (SST). We pay special attention to virtual technologies and video simulations so these methods allow to form social skills in children with ASD more efficiently and psychologically safe. Problems and prospects of using virtual technologies for children with ASD needs are discussed.<strong> </strong>The specificity of Russian practical experience and researches in development of heuristic technologies of development of social communication of persons with ASD is described: animal-assisted therapy, somatosensory correction, author art therapy and folk forms of intervention. On the basis of analytical work it is concluded that the gap between theory and practice needs to be neutralized, when scientifically unfounded practical developments are introduced in helping autistic people and researches of scientists are not always verified in an empirical manner.</p>

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46.3 ARTIFICIAL INTELLIGENCE: UTILIZING GOOGLE GLASS AND OTHER MOBILE APPLICATIONS FOR SOCIAL SKILLS TRAINING IN AUTISM SPECTRUM DISORDERS

Journal of the American Academy of Child & Adolescent Psychiatry ◽

10.1016/j.jaac.2016.07.715 ◽

2016 ◽

Vol 55 (10) ◽

pp. S70-S71

Author(s):

Ben Kinsella

Keyword(s):

Artificial Intelligence ◽

Autism Spectrum Disorders ◽

Social Skills ◽

Mobile Applications ◽

Social Skills Training ◽

Skills Training ◽

Autism Spectrum ◽

Google Glass ◽

Spectrum Disorders

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Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders

Assistive Technology Research, Practice, and Theory - Advances in Medical Technologies and Clinical Practice ◽

10.4018/978-1-4666-5015-2.ch011 ◽

2014 ◽

pp. 160-180 ◽

Cited By ~ 3

Author(s):

Carolyn Kinsell ◽

Boaventura DaCosta ◽

Angelique Nasah

Keyword(s):

Autism Spectrum Disorders ◽

Social Skills ◽

Children With Autism ◽

Great Difficulty ◽

Autism Spectrum ◽

Skills Development ◽

Social Skill Development ◽

Children With Asd ◽

Simulation Based ◽

Spectrum Disorders

It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with Autism Spectrum Disorders (ASD). Furthermore, there is research to suggest that certain game technology, such as simulation-based games, can enhance learning and the retention of knowledge, which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. However, at the time of this publication, very little empirical evidence exists that has specifically investigated the use of simulation-based games as interventions in the promotion of social skill development among children with ASD.

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Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7053-1.ch012 ◽

2021 ◽

pp. 224-245

Author(s):

Fabrizio Stasolla ◽

Alessandro O. Caffò ◽

Viviana Perilli

Keyword(s):

Autism Spectrum Disorders ◽

Assistive Technology ◽

Communication Skills ◽

Challenging Behaviors ◽

Autism Spectrum ◽

Future Research ◽

The Third ◽

Children With Asd ◽

Adolescents With Autism ◽

Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

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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 ◽

10.1136/bmjopen-2019-030471 ◽

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.

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Differentiating ASD From DLD in Toddlers

Perspectives on Language Learning and Education ◽

10.1044/lle15.3.101 ◽

2008 ◽

Vol 15 (3) ◽

pp. 101-111 ◽

Cited By ~ 11

Author(s):

Rhea Paul ◽

Katyrzyna Chawarska ◽

Fred Volkmar

Keyword(s):

Autism Spectrum Disorders ◽

Social Skills ◽

Young Children ◽

Language Development ◽

Early Development ◽

Communication Skills ◽

Autism Spectrum ◽

Limited Communication ◽

Spectrum Disorders

AbstractFailure to begin speaking, or acquiring words and word combinations, is the most common presenting problem in young children. For children with very limited communication skills, it can be difficult to differentiate between children suffering from autism spectrum disorders (ASD) and those with a more circumscribed delay in language development (DLD). This article reviews evidence derived from studies of toddlers who present with poor communication and social skills and summarizes characteristics of early development in these children to assist clinicians in differentiating between ASD and DLD in toddlers.

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