The design principles of edutainment system for autistic children with communication difficulties

2016 ◽  
Author(s):  
Azham Hussain ◽  
Adil Abdullah ◽  
Husniza Husni
Keyword(s):  
Design Principles ◽  
Autistic Children ◽  
Communication Difficulties ◽  
Edutainment System

Autism and violence

2011 ◽  
Vol 26 (S2) ◽  
pp. 362-362
Author(s):  
M. Touhami ◽  
F. Ouriaghli ◽  
F. Manoudi ◽  
F. Asri
Keyword(s):  
Aggressive Behavior ◽  
Behavioral Problems ◽  
Behavioral Approach ◽  
Autistic Children ◽  
Male Predominance ◽  
Aggressive Management ◽  
The Social ◽  
Communication Difficulties ◽  
The Family ◽  
Handicapped People

IntroductionAutism is a disorder of the overall development and early onset before the age of 3 years, characterized by a deviant functioning and / or delayed in three areas: social interaction, verbal and nonverbal behavior.The child may be aggressive, either to himself or to others. Communication difficulties hamper the social control of the aggression that is often disproportionate and can frighten the family.In this work we are interested in the management of aggression for the autistic children.Aimsidentify ways of managing aggressive behavior for autistic childrenMethodself-administered questionnaires provided to educators, psychologists, psychomotor therapists, working at Mohamed VI national center for handicapped people.Results43.3% of our sample exhibits behavioral problems which are « auto ou hétéroagressifs. We noted a male predominance. Precipitating factors were identified in 30% of cases and are mainly represented by the situations of failure and the changes in the environment of the autistic child. The management of aggressive behavior is based on several methods including the use of medications and behavioral approach.ConclusionThe behavioral disorders are common among autistic children and are a major problem that families face. The aggressive management of the crisis is often difficult, and management remains uncodified.

scholarly journals Autistic Children Verbal And Non-Verbal Communication Development

2020 ◽  
Vol 1 (1) ◽  
pp. 81-89
Author(s):  
Nelly Hunanyan
Keyword(s):  
Speech Therapy ◽  
Experimental Studies ◽  
Children With Autism ◽  
Verbal Communication ◽  
Autistic Children ◽  
Early Diagnostics ◽  
Communication Development ◽  
Communication Processes ◽  
Communication Difficulties ◽  
The Individual

The article presents the results of the study, which relates to the efficacy of speech therapy means and methods for the development of speech and non-verbal communication processes for children with autism. A number of researchers' observations show that the range of contact between children with autism is very limited. Mostly these children feel calm and they are relatively manageable only among their extremely close people. The difficulty of selective and original communication contributes to the more isolation of children with autism. The communication difficulties described in the context of not performing early diagnostics work start to be strengthened and deeply rooted in the mental processes of these children. The inability to communicate and the active rejection of any communication contributes to relapsing behaviors whenever there is an attempt to draw any attention and the requirement for a directive ends with a fight. Based on the multi-year pedagogical activity in this field, the author presents experimental studies with autistic children. Taking into account the individual features of each child during the two-year training, we have created different play situations to try to make an interest and expand the range of contacts. Initially, we tried to create about 5-10 similar situations during one speech therapy session, and later, when appropriate skill is well-formed, we try to strengthen it in other situations or in the presence of other strangers.

scholarly journals Helping autistic children

2021 ◽  
Author(s):  
Rachael Davis ◽  
Jacquiline den Houting ◽  
Anders Nordahl-Hansen ◽  
Sue Fletcher-Watson
Keyword(s):  
Diagnostic Criteria ◽  
Autistic Children ◽  
Repetitive Behaviours ◽  
Comprehensive Overview ◽  
Social Interventions ◽  
Autistic People ◽  
The Social ◽  
Communication Difficulties ◽  
Different Types ◽  
Autism Interventions

Autism is a highly heritable neurodevelopmental condition, with prevalence estimated at 1 in 100 people worldwide (Elsabbagh et al., 2012). Autism is diagnosed by behavioural presentation, and although there is substantial variability both within autistic people across the lifespan, and between autistic individuals, a set of core diagnostic criteria are relied on by clinicians. These criteria are broadly categorised in two ways: (1) distinctive patterns of social communication and interactions with others, and (2) restricted or repetitive behaviours or interests (American Psychiatric Association, APA, 2013) (for a comprehensive overview of the current autism research, see: Fletcher-Watson & Happé, 2019).Given the emphasis on social and communication difficulties in the diagnostic criteria of autism, and the pivotal role they play in development generally, these domains are commonly key targets for autism interventions. Here, we first provide an overview of different types of traditional social interventions and evaluate their effectiveness and validity. We also present some of the possible risks associated with such interventions, and suggest a number of means for autistic children to develop social and communication capacities on their own terms, in both family and educational settings. We end by considering some other factors essential for understanding the social development of autistic children in context and informing development and delivery of supports.

scholarly journals In their own words: The impact of subtle language and communication difficulties as described by autistic girls and boys without intellectual disability

Autism ◽  
2021 ◽  
pp. 136236132110020
Author(s):  
Alexandra Sturrock ◽  
Helen Chilton ◽  
Katie Foy ◽  
Jenny Freed ◽  
Catherine Adams
Keyword(s):  
Intellectual Disability ◽  
Clinical Practice ◽  
Negative Emotions ◽  
Well Being ◽  
Autistic Children ◽  
Communication Difficulties ◽  
Language And Communication ◽  
Negative Feelings ◽  
The Impact ◽  
Insight Into

Subtle language and communication difficulties are persistent and pervasive for autistic individuals without intellectual disability. They are thought to impact negatively on functionality, social interrelations and emotional well-being, although this relationship is under-explored in the literature. The personal accounts of autistic children could add valuable insight into how they experience subtle language and communication difficulties and what impact this has on their daily lives. In this study, 12 autistic children (9–14 years), without intellectual disability, were interviewed on this topic, using specially developed methods/materials to facilitate rich self-reporting. Results showed the children could provide detailed insight into their difficulties and the impact of these on key aspects of functionality (education and daily living) and social interrelations (including friendship building). They also demonstrated a potentially bi-directional relationship between subtle language and communication difficulties and negative emotions; with negative emotions limiting communicative competence and subtle linguistic difficulties leading to negative emotional responses. This study indicates the need for further investigation into the subtle difficulties experienced by autistic children without intellectual disability and its likely impact. Implications for clinical practice include the need for better identification of subtle language and communication difficulties and provision of appropriate therapeutic services which may help to ameliorate negative functional, social and emotional sequelae. Lay abstract Subtle language and communication difficulties are experienced by many autistic individuals even when they do not have additional learning disabilities. These difficulties may affect a person’s day-to-day living, social relationships and emotional well-being. However, currently, there is not much research into this topic. To date, no one has asked autistic children about their own language and communication difficulties or how they feel it affects them. Asking the children could provide valuable new insights. In this study, 12 autistic children (9–14 years), without learning disability, were interviewed on this topic. We developed interview questions, resources and interview procedures with the support of the autistic community. We also worked with an autistic researcher to analyse our results. We aimed to get the most genuine report of the autistic child’s experiences. Our results showed that the children could give detailed insight into their language and communication difficulties if they were given the right support. They told us about how subtle language and communication difficulties affected their ability to learn, take part in certain activities and seek help. They talked about how subtle difficulties affect their ability to talk to new people, talk in groups and ultimately make friends. They also told us about the emotional upset that these subtle difficulties could have. They suggest that communication breakdown leads to negative feelings, but also that negative feelings can lead to more difficulties explaining themselves. The results of this study suggest that we should do more research on the effects of subtle language and communication difficulties. There are also implications for clinical practice. We should identify subtle language and communication difficulties through thorough assessment because these are often missed. We should also develop therapy and strategies that are aimed at individuals with subtle language and communication difficulties because this could help prevent additional difficulties with learning, help-seeking, friendship-making and emotional well-being.

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

The Labeling Problem in Aphasia

1986 ◽  
Vol 51 (2) ◽  
pp. 176-180 ◽  
Author(s):  
Audrey L. Holland ◽  
Davida Fromm ◽  
Carol S. Swindell
Keyword(s):  
Speech Disorders ◽  
Case Description ◽  
Test Results ◽  
Apraxia Of Speech ◽  
Poor Agreement ◽  
Motor Speech ◽  
Motor Speech Disorders ◽  
Communication Difficulties ◽  
Token Test ◽  
Primary Problem

Twenty-five "experts" on neurogenic motor speech disorders participated in a tutorial exercise. Each was given information on M, a patient who had communication difficulties as the result of stroke, and asked to complete a questionnaire about his problem. The information included a detailed case description, an audiotape of M's speech obtained at 4, 9, 13, and 17 days post-stroke, and test results from the Western Aphasia Battery, the Token Test, and a battery for apraxia of speech. The experts were in excellent agreement on M's primary problem, although it was called by seven different names. The experts were in poor agreement on his secondary problem(s), e.g., the presence and type of aphasia and dysarthria. The results suggest that labeling is difficult, even for "experts." Furthermore, the practicing clinician needs to be sensitive to the likelihood of more than one coexisting problem.

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