Social Skills in Autism Spectrum Disorders

Kanai, Chieko; Tóth, Gábor; Kuroda, Miho; Miyake, Atsuko; Itahashi, Takashi

doi:10.1007/978-3-319-64592-6_13

Cited by 3 publications

(3 citation statements)

References 156 publications

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“…Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by social interaction and communication deficits and the presence of restricted, repetitive patterns of behavior (1). Children and adults with ASD often have difficulty in responding to social overtures, recognizing the emotional states of others from visual or auditory cues, and understanding the importance of gaze as a social cue (2). Therapies are diverse, but are typically time-, resource-, and laborintensive, and can put substantial strain on families and caregivers (3).…”

Section: Introductionmentioning

confidence: 99%

Improving social skills in children with ASD using a long-term, in-home social robot

et al. 2018

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Social robots can offer tremendous possibilities for autism spectrum disorder (ASD) interventions. To date, most studies with this population have used short, isolated encounters in controlled laboratory settings. Our study focused on a 1-month, home-based intervention for increasing social communication skills of 12 children with ASD between 6 and 12 years old using an autonomous social robot. The children engaged in a triadic interaction with a caregiver and the robot for 30 min every day to complete activities on emotional storytelling, perspective-taking, and sequencing. The robot encouraged engagement, adapted the difficulty of the activities to the child's past performance, and modeled positive social skills. The system maintained engagement over the 1-month deployment, and children showed improvement on joint attention skills with adults when not in the presence of the robot. These results were also consistent with caregiver questionnaires. Caregivers reported less prompting over time and overall increased communication.

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Section: Introductionmentioning

confidence: 99%

Improving social skills in children with ASD using a long-term, in-home social robot

et al. 2018

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“…appropriate levels [7], [8]. Motor impairments among ASD children encompass poor visuomotor and bilateral coordination, as well as postural impairments affecting static and dynamic balance, thereby hindering activities such as kicking or catching a ball, balancing, and jumping [7], [9]- [11]. These difficulties arise from factors such as low muscle tone, impaired postural control and motor planning, and impaired coordination [12]- [14].…”

mentioning

confidence: 99%

The effect of physical activity programs on improving motor, social and attitude abilities of students with autism spectrum disorders in inclusive schools

Viorella,

Islamia,

Ramdani

et al. 2024

J. Fundadikdas (Fundamental Pendidik. Dasar)

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Children with Autism Spectrum Disorder (ASD) often experience motor skill challenges attributed to low muscle tone, impaired postural control, motor planning deficits, and impaired coordination. These difficulties can impede their participation in their surroundings, affecting their attitudes and social interactions. Physical activity programs serve as a method not only to enhance the physical abilities of students with ASD but also to mitigate inappropriate behaviors and foster social skills. The participant in this study was a 12-year-old child with mild autism attending Anak Saleh Inclusive Elementary School in Malang City. The study aims to investigate the impact of a physical activity program on improving motor, social, and attitudinal skills among children with autism spectrum disorder in an inclusive school setting. Data collection involved command tests including throwing a ball, kicking a ball, and jumping, each of which was assigned a score. The research utilized a Single Subject Research (SSR) experimental method with an A-B design, and descriptive statistical techniques were employed for data analysis. The results revealed a significant effect of the physical motor activity program on enhancing the motor, social, and attitudinal abilities of autistic students, particularly evident in improved social interaction and physical capabilities such as recognizing emotions and increasing hand and foot muscle strength. However, it's important to note that the findings of this study may not be generalizable to all ASD students due to the limited sample size. Nonetheless, this study contributes to the advancement of intervention methods for children with autism.

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“…In terms of specific content and foci, it is perhaps not surprising that a number of the papers accepted for this special issue address communication intervention for children with autism spectrum disorder (ASD). This is not surprising in light of the increasing number of children being identified with ASD and the fact that communication difficulties are a defining characteristic of the autism spectrum (Kanai, Toth, Kuroda, Miyake, and Itahashi 2017). In the lead article, for example, Peters-Scheffer, Didden, Korzilius, and Verhoeven (Roche et al 2018).…”

mentioning

confidence: 99%

Introduction to the Special Issue on Communication Assessment and Intervention

Sigafoos

2018

Adv Neurodev Disord

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Social Skills in Autism Spectrum Disorders

Cited by 3 publications

References 156 publications

Improving social skills in children with ASD using a long-term, in-home social robot

Improving social skills in children with ASD using a long-term, in-home social robot

The effect of physical activity programs on improving motor, social and attitude abilities of students with autism spectrum disorders in inclusive schools

Introduction to the Special Issue on Communication Assessment and Intervention

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