Gene x responsive parenting interactions in social development: Characterizing heterogeneity in autism spectrum disorder

2021 ◽  
Author(s):  
Barbara Caplan ◽  
Jan Blacher ◽  
Abbey Eisenhower ◽  
Bruce L. Baker ◽  
Steve S. Lee
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Responsive Parenting

Understanding the Socialization of Students with Autism Spectrum Disorder

2020 ◽  
pp. 109-128
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Peer Relationships ◽  
Eye Contact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Affective Development ◽  
Classroom Strategies ◽  
Music Classroom ◽  
Students With Autism

Students with autism often are challenged in the area of social skills and social development. This chapter highlights the following areas of concern for students with autism in the music classroom: the fundamentals of social development; socialization strategies in the music classroom; strategies for extending joint attention and eye contact in the music classroom; peer relationships and affective development; and reverse inclusion. Teacher vignettes are included for application examples.

scholarly journals The Effect Of Giving Family’s Psychososial Stimulation On Social Development Of Children With Autism Spectrum Disorder (ASD) At ADIP Center Therapy Sumber Bendo Kediri Regency

2020 ◽  
Vol 9 (2) ◽  
pp. 1092-1100
Author(s):  
Luluk Susiloningtyas ◽  
Nurin Fauziyah ◽  
Ratih Kusuma Wardhani
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Wilcoxon Test ◽  
Control Group ◽  
Psychosocial Stimulation ◽  
The Social ◽  
The Family

Psychosocial stimulation served as a beneficial reinforcer for child development. Good psychosocial stimulation has a positive impact on the social development particularly for children with ASD. These study used a Quasi Experiment with Non-equivalent Control Group Design. The research analysis of the Mann Whitney test showed a significance of Sig (p) = 0.034. α = 5% = 0.05, p <α means there are differences in social development of children with Autism Spectrum Disorder (ASD) in the treatment group with the control group,  it means that there is a difference after the treatment of giving psychosocial stimulation by the family. The analysis was performed using the Wilcoxon test, it was found that Sig (p) = 0.003. α = 5% = 0.05, p <α, it means that there is an effect of giving psychosocial stimulation by the family on the social development of children with Autism Spectrum Disorder (ASD).

The Effectiveness of Mirroring- and Rhythm-based interventions for children diagnosed with Autism Spectrum Disorder: A Systematic Review (Pre-print)

2020 ◽  
Author(s):  
Phoebe Morris ◽  
Ed Hope ◽  
Tom Foulsham ◽  
John Paul Mills
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Social Development ◽  
Communication Skills ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Beneficial Effects ◽  
Therapeutic Benefits ◽  
Autistic Population

Autism Spectrum Disorder (ASD) is characterised as a neurodevelopmental disorder that has continuing deficits in communication skills and social development. Utilising techniques known as mirroring and rhythm, Dance and Movement Therapy (DMT) has shown beneficial effects in the autistic population reducing these deficits. However, no review to date has investigated these individual techniques outside the practice of DMT. This systematic review of studies published between 1975 - 2020 aims to evaluate the effectiveness of both mirroring and rhythm as interventions that target communication skills and social development in children with ASD. Out of 1369 relevant articles, 11 of these met the inclusion criteria. All studies showed beneficial effects of mirroring and rhythm on communication skills and social development in children diagnosed with ASD. Therefore, incorporating these into new interventions and practices may offer substantial therapeutic benefits for children diagnosed with ASD.

Social Processes and Risk for Autism

2019 ◽  
pp. 349-370
Author(s):  
Cheryl Klaiman ◽  
Celine A. Saulnier ◽  
Emily Rubin ◽  
Katarzyna Chawarska ◽  
Ami Klin
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Social Development ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Social Processes ◽  
Spectrum Disorder ◽  
Older Children ◽  
Challenges And Opportunities ◽  
Social Disabilities

This chapter provides an overview of early milestones for social development and discusses the markers for social disabilities, such as autism spectrum disorder, that can be identified in children at risk. The principles and elements of a comprehensive clinical evaluation of infants and toddlers at risk for autism spectrum disorder will be discussed, including how to differentiate social disabilities from non–autism spectrum disorder developmental disorders. While some of these principles can build on proven experience in the assessment of older children (Klin, Carter, & Sparrow, 1997), there is an emphasis on unique challenges and opportunities associated with our attempt to intuit, measure, and explain social development at these tender ages (Chawarska, Klin, Paul, Macari, & Volkmar, 2009; Macari et al., 2012; Zwaigenbaum et al., 2009).

scholarly journals Looking at Eye Gaze Processing and Its Neural Correlates in Infancy-Implications for Social Development and Autism Spectrum Disorder

2009 ◽  
Vol 80 (4) ◽  
pp. 968-985 ◽  
Author(s):  
Stefanie Hoehl ◽  
Vincent M. Reid ◽  
Eugenio Parise ◽  
Andrea Handl ◽  
Letizia Palumbo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Eye Gaze ◽  
Neural Correlates ◽  
Autism Spectrum ◽  
Spectrum Disorder

Dance, Rhythm and Autism Spectrum Disorder: A Scoping Study

2020 ◽  
Author(s):  
Phoebe Morris ◽  
Ed Hope ◽  
Tom Foulsham ◽  
John Paul Mills
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Therapeutic Potential ◽  
Research Question ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Relevance ◽  
Common Features ◽  
Children With Asd ◽  
Communications Skills

This topic of research moves the field of dance and movement therapy (DMT) into an area of clinical and social relevance by investigating the most beneficial features of rhythm and music for children diagnosed with Autism Spectrum Disorder (ASD). The current literature suggests that rhythm, used both inside and outside of DMT, can improve communication skills and social development in children with ASD. However, the optimum features of music and rhythm are ambiguous, consequently limiting the integration of rhythm-based interventions into practice. To answer the research question “What are the most common features of music and rhythm used by registered dance and movement therapists for children with ASD?”, we surveyed 113 registered dance and movement therapists, regarding the most common features of music and rhythm they used within their sessions with autistic children. Most dance and movement therapists used music that had a 4/4 time signature (64%), was moderato tempo (45%) and had lyrics (76%). Qualitative findings validated why these were the most common features of music and rhythm. These musical elements could regularly be integrated into new music and rhythm-based interventions targeting communications skills and social development for children with autism in order to improve their therapeutic potential.

scholarly journals Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy: A Detailed Observational Analysis

2020 ◽  
Vol 17 (16) ◽  
pp. 5922
Author(s):  
Carolien Wijker ◽  
Steffie van der Steen ◽  
Annelies Spek ◽  
Ruslan Leontjevas ◽  
Marie-Jose Enders-Slegers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Development ◽  
Social Communication ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Gender Effects ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Positive Effects

Social communication and self-esteem are often affected in adults with autism spectrum disorder. Implementation and evaluation of interventions targeting social skills are challenged due to specific characteristics of autism. Intensive, valid evaluation of social skills programs is needed. In this explorative multiple case study, we examined effects and working mechanisms of dog-assisted therapy on social communication and self-esteem, by analyzing detailed observations with Monte Carlo permutation tests (testing against 10,000 random samples) and using self- and other-reports in N=6 high-functioning adults with ASD. Results showed significant positive effects on secure body posture. There was an indication of improved self-esteem and more spontaneous touching of the dog, while no convincing increase was found for verbal initiatives. Cross-correlation analyses revealed that touching the therapy dog may be an important determinant to elicit social development in Animal Assisted Therapy (AAT). Considering preliminary results, we recommend exploring underlying mechanisms more thoroughly with real-time observations, accounting for possible gender-effects.

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