Social Skills Development, a Relationship Based Approach: The Bellefaire/JCB Transitional Living Program

2003 ◽  
Vol 21 (2) ◽  
pp. 81-102 ◽  
Author(s):  
Scott Dowling ◽  
Suellen Saunders ◽  
Cathy Marcus ◽  
Evan Langholt ◽  
J. Ashby
Keyword(s):  
Social Skills ◽  
Skills Development ◽  
Transitional Living

scholarly journals Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

2018 ◽  
Vol 6 (2) ◽  
pp. 96
Author(s):  
Maria Mpella ◽  
Christina Evaggelinou
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Pedagogical Strategies ◽  
Theatrical Play ◽  
Students With Autism ◽  
Spectrum Disorders

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

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

2014 ◽  
pp. 160-180 ◽  
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.

Social Skills Development for Children with Autism Spectrum Disorders through the Use of Interactive Storytelling Games

2016 ◽  
pp. 1631-1647 ◽  
Author(s):  
Sukun Jin ◽  
Boaventura DaCosta ◽  
Soohnwa Seok
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Video Games ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Skills Development ◽  
Interactive Storytelling ◽  
Human Psyche ◽  
Spectrum Disorders ◽  
Positive Feelings

Storytelling is an intricate part of the human psyche and hence, human history. From childhood, stories play an important role in human development, in that, for instance, humans automatically construct a storyline so that they can associate information. There is research to suggest that storytelling in video games can be beneficial because it can be used to help players identify with characters and their goals, creating a greater sense of immersion, positive feelings, and more physiological arousal. Furthermore, when the content is specific and targeted, these games are well suited for promoting acquisition, maintenance, and generalization of skills and knowledge. Findings such as these hold immense promise in the context of improving social skills for children with Autism Spectrum Disorders (ASD). Thus, the use of computers and video games, combined with more traditional storytelling, may serve as hopeful tools for motivating and engaging students as well as promoting learning. This chapter expounds upon this line of reasoning and explores the use of interactive storytelling games as an effective intervention in social skills development for children with ASD.

Parent–Child Interactions around Television and other On-screen Content: Considering Communication and Social Skills

2018 ◽  
Vol 43 (2) ◽  
pp. 43-52
Author(s):  
Claire Lusted ◽  
Beverly Joffe
Keyword(s):  
Social Skills ◽  
Online Survey ◽  
Skills Development ◽  
Viewing Time ◽  
Regression Analyses ◽  
Screen Content ◽  
Parent Child Interactions ◽  
Survey Responses ◽  
Parent Child

THIS STUDY INVESTIGATED PARENT–CHILD interactions around on-screen content. Associated and predictive factors impacting quality of interactions were considered in relation to development of communication and social skills. A quantitative approach was used to analyse online survey responses of 162 Australian parents/carers. Descriptive statistics, correlations, evaluation of differences between groups, and multiple regression analyses were conducted. Children viewed an average of 17.86 hours of on-screen content (SD = 9.03) per week, with their viewing time most strongly predicted by parents’ viewing time, and frequency of unsupervised viewing. Parents did not always ask questions, make comments or conduct follow-on activities around on-screen content in a manner conducive to communication and social skills development. Findings from this study may be useful in informing realistic recommendations made to parents about using on-screen content to assist their children in developing communication and social skills.

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