scholarly journals Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders

2016 ◽  
Vol 98 ◽  
pp. 192-205 ◽  
Author(s):  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Jorge Pomares ◽  
Rosabel Roig
Keyword(s):  
Virtual Reality ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Immersive Virtual Reality ◽  
Virtual Reality System ◽  
Emotional Skills ◽  
Spectrum Disorders ◽  
Design And Application

CORRECTIONAL PEDAGOGICAL WORK ON THE FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (LITERARY REVIEW)

Vestnik ◽  
2021 ◽  
pp. 269-273
Author(s):  
Ж.С. Олжатаева ◽  
А.М. Рахметова ◽  
А.Ж. Молдакарызова ◽  
Г.А. Тусупбекова ◽  
Б.Б. Аманбай ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Emotional Skills ◽  
Spectrum Disorders

В данной статье проанализированы особенности формирования коммуникативных навыков у детей с расстройством аутистического спектра. Анализ литературы, показал, что у большинства у детей с расстройством аутистического спектра коммуникативные нарушения обусловлены нарушениями социального взаимодействия, трудности с подражанием и имитацией движений по образцу, затруднено опознавание эмоциального состояния других людей. Развитие коммуникативных навыков является одним из важнейших направлений коррекционной работы с детьми с расстройствами аутистического спектра. Обучение делать заявления, комментировать события, задавать вопросы для получения информации, выражать и связывать эмоции, а также навыки реагирования, социального поведения и диалога являются предпосылками социализации детей. Учитывая особенности развития коммуникативных навыков у детей с расстройством аутистического спектра, авторами рассмотрены развивающие методики по формированию коммуникативных навыков у детей с расстройством аутистического спектра, применяемые в коррекционной педагогической работе. Представленные методы коррекции коммуникативных навыков у детей с расстройствами аутистического спектра направлены на формирование основных коммуникативных функций, социально-эмоциональных и диалогических навыков. Известно, что сформированные коммуникативные навыки обеспечивают социальную компетентность, диалогические коммуникативные навыки, взаимодействие и сотрудничество со сверстниками и взрослыми. Таким образом, методы формирования вербальных и невербальных коммуникативных функций, социально-эмоциональных умений и навыков диалога используются для коррекции и развития коммуникативных умений у детей с расстройствами аутистического спектра. This article analyzes the features of the formation of communication skills in children with autism spectrum disorder. The analysis of the literature showed that in most children with autism spectrum disorder, communication disorders caused by violations of social interaction, difficulties with imitation and imitation of movements on the model, it is difficult to recognize the emotional state of other people. The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to make statements, comment on events, ask questions for information express and connect emotions, as well as the skills of reaction, social behavior and dialogue are prerequisites for the socialization of children. Taking into account the peculiarities of the development of communication skills in children with autism spectrum disorder, the authors consider developing methods for the formation of communication skills in children with autism spectrum disorder, used in correctional pedagogical work. The presented methods of correction of communication skills in children with autism spectrum disorders aimed at the formation of basic communication functions, social-emotional and dialogic skills. It known that the formed communication skills provide social competence, dialogic communication skills, interaction and cooperation with peers and adults. Thus, methods for the formation of verbal and non-verbal communication functions, socio-emotional skills and dialogue skills used to correct and develop communication skills in children with autism spectrum disorders.

An Application to Promote Emotional Skills in Children with Autism Spectrum Disorders

2018 ◽  
pp. 282-287 ◽  
Author(s):  
José Azevedo ◽  
Vinicius Silva ◽  
Filomena Soares ◽  
Ana Paula Pereira ◽  
João Sena Esteves
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional Skills ◽  
Spectrum Disorders

scholarly journals Socio-emotional development in high functioning children with Autism Spectrum Disorders using a humanoid robot

2019 ◽  
Vol 20 (2) ◽  
pp. 205-233 ◽  
Author(s):  
Filomena O. Soares ◽  
Sandra C. Costa ◽  
Cristina P. Santos ◽  
Ana Paula S. Pereira ◽  
Antoine R. Hiolle ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Support ◽  
High Functioning ◽  
Emotional Skills ◽  
Children With Asd ◽  
Spectrum Disorders

Abstract The use of robots had already been proven to encourage the promotion of social interaction and skills lacking in children with Autism Spectrum Disorders (ASD), who typically have difficulties in recognizing facial expressions and emotions. The main goal of this research is to study the influence of a humanoid robot to develop socio-emotional skills in children with ASD. The children’s performance in game scenarios aiming to develop facial expressions recognition skills is presented. Along the sessions, children who performed the game scenarios with the robot and the experimenter had a significantly better performance than the children who performed the game scenarios without the robot. The main conclusions of this research support that a humanoid robot is a useful tool to develop socio-emotional skills in the intervention of children with ASD, due to the engagement and positive learning outcome observed.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Sign in / Sign up

Export Citation Format

Share Document