scholarly journals SOCIAL STORIES, WRITTEN TEXT CUES, AND VIDEO FEEDBACK: EFFECTS ON SOCIAL COMMUNICATION OF CHILDREN WITH AUTISM

2001 ◽  
Vol 34 (4) ◽  
pp. 425-446 ◽  
Author(s):  
Kathy S. Thiemann ◽  
Howard Goldstein
Keyword(s):  
Social Communication ◽  
Social Stories ◽  
Children With Autism ◽  
Video Feedback ◽  
Feedback Effects ◽  
Written Text ◽  
Text Cues

Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children With Pervasive Developmental Disorder

2004 ◽  
Vol 47 (1) ◽  
pp. 126-144 ◽  
Author(s):  
Kathy S. Thiemann ◽  
Howard Goldstein
Keyword(s):  
Communication Skills ◽  
Pervasive Developmental Disorder ◽  
Social Communication ◽  
Developmental Disorder ◽  
Children With Autism ◽  
School Age Children ◽  
Peer Training ◽  
Written Text ◽  
Text Cues

This study consecutively examined the effects of 2 social interventions—peer training and written text treatment—on the social communication of 5 elementary students with pervasive developmental disorder. Each child with autism was paired with 2 peers without disabilities to form 5 triads. In Intervention 1 (peer training), peers were taught to use 5 facilitative social skills over 5 days. After peer training, 4 children with autism increased or used more stable rates of initiations and contingent responses overall. However, all children continued to demonstrate deficits in specific social-communication skills. Once Intervention 2 (direct instruction using written text cues) was implemented, increased use of 3 different communication skills was observed across all 5 participants. In addition, social validity outcomes revealed improved quality of child-peer interactions, 2 teacher reports of improved social skill development, and improved acceptance and friendship ratings for the children with autism. Results support the use of written text cues to improve children's social communication with peers, and suggest that combining approaches may be necessary to improve the quality of children's relationships.

Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

2016 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Todd M. Miller ◽  
Kathy Thiemann-Bourque
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Written Text ◽  
Social Skills Instruction ◽  
Social Communication Skills ◽  
Text Cues ◽  
Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

RELATIONSHIP AMONG SENSORY ISSUES AND REPETITIVE BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

2020 ◽  
pp. 59-64
Author(s):  
OJS Admin
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Sensory Stimuli ◽  
Key Features ◽  
Communication Impairments ◽  
Autism Disorder

Sensory issues and Repetitive Behaviors are the key features of Autism Disorder Syndrome (ASD). This is a neurodevelopmental condition marked by social communication impairments and the occurrence ofrestricted and repeated behavioral habits and desires, including irregular responses to sensory stimuli.

scholarly journals SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder

2018 ◽  
Vol 61 (11) ◽  
pp. 2629-2640 ◽  
Author(s):  
Connie Kasari ◽  
Alexandra Sturm ◽  
Wendy Shih
Keyword(s):  
Autism Spectrum Disorder ◽  
Research Methods ◽  
Social Communication ◽  
Empirical Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Status ◽  
Evidence Based ◽  
Targeted Interventions

Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice. Method The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding personalization of interventions that can be addressed through research methods. These research methods include adaptive treatment designs and the Sequential Multiple Assignment Randomized Trial. Examples of empirical studies using research designs are presented to answer questions of personalization. Conclusion Bridging the gap between research studies and clinical practice can be advanced by research that attempts to answer questions pertinent to the broad heterogeneity in children with autism spectrum disorder, their response to interventions, and the fact that a single intervention is not effective for all children. Presentation Video https://doi.org/10.23641/asha.7298021

scholarly journals Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input

2018 ◽  
Vol 61 (11) ◽  
pp. 2659-2672 ◽  
Author(s):  
Sudha Arunachalam ◽  
Rhiannon J. Luyster
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Lexical Representation ◽  
Spectrum Disorder ◽  
Learning Situation ◽  
Lexical Development ◽  
The Social ◽  
Processing Demands

Purpose Most children with autism spectrum disorder (ASD) have below-age lexical knowledge and lexical representation. Our goal is to examine ways in which difficulties with social communication and language processing that are often associated with ASD may constrain these children's abilities to learn new words and to explore whether minimizing the social communication and processing demands of the learning situation can lead to successful learning. Method In this narrative review of recent work on lexical development in ASD, we describe key findings on children's acquisition of nouns, pronouns, and verbs and outline our research program currently in progress aimed at further elucidating these issues. Conclusion Our review of studies that examine lexical development in children with ASD suggests that innovative intervention approaches that take into account both the social communication and processing demands of the learning situation may be particularly beneficial. Presentation Video https://doi.org/10.23641/asha.7324013

scholarly journals Pengaruh Pola Asuh Dan Pola Bermain Terhadap Kemampuan Komunikasi Sosial Pada Anak Autism Di Surakarta

2019 ◽  
Vol 8 (2) ◽  
pp. 162-168
Author(s):  
Sudarman Sudarman ◽  
Roy Romey Daulas M
Keyword(s):  
Communication Skills ◽  
Parenting Style ◽  
Social Communication ◽  
Children With Autism ◽  
P Value ◽  
Cross Sectional ◽  
Positive Correlation ◽  
Social Communication Skills ◽  
The Social ◽  
Analytic Design

Background: Family is the most important role in a child's life, a place where he learns and expresses himself as a social creature, because the family provides the basis for the formation of personality, character, morals, socio-cultural and religious development as the first and foremost education place for children. The character development, morals and social development is very much influenced by parenting style and the playing pattern of child. Objective,to find out whether there is an influence of parenting style and playing patterns towards the ability of Social Communication in Children with Autism in the City of Surakarta. Methods: This type of research is a quantitative study with an observational analytic design through a cross sectional approach. This research will be conducted in the residency of Surakarta, in this study there is no intervention or treatment of respondents, and only observed once and do not follow up. Instrument, The instrument used to measure parenting style and playing patterns as well as children's social communication skills is a questionnaire. This questionnaire consists of three parts: the parenting style questionnaire aims to find out the form of parenting for children with autism. The play pattern questionnaire aims to find out the shape of the game patterns given to children with autism, and the social communication skills questionnaire aims to find out the social communication skills of children with autism. Results: Correlation statistical test using Spearmen`s rho analysis on parenting style variables with children's social communication skills obtained p value (sig.) 0.006, which means the value of p value 0.006 <0.05 means that there is a relationship between the form of parenting style h with communication skills social children, with a positive correlation with weak strength (r count 0.393); while variable on play patterns with social communication skills obtained p value 0.011 <0.05 means that there is a relationship between the form of play patterns with children's social communication skills, with a positive correlation direction and moderate strength (r count 0.363). Conclusion: Multivariate test results with multiple logistic regression showed that the R Square value of 0.057, which means that the parenting style variable and playing patterns can increase social communication skills of children with autism by 0.5% and the rest are explained in other factors outside the research model.

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