Innovative technological advancements to improve cognitive and social skills of students with neurodevelopmental disorders

2020 ◽  
Vol 32 (4) ◽  
pp. 243-253
Author(s):  
Ourania Manta ◽  
Thelma Androutsou ◽  
Athanasios Anastasiou ◽  
Yiannis Koumpouros ◽  
George Matsopoulos ◽  
...  
Keyword(s):  
Social Skills ◽  
Attention Deficit Disorder ◽  
Neurodevelopmental Disorders ◽  
Social Innovation ◽  
High Functioning Autism ◽  
People With Disabilities ◽  
Content Management ◽  
Educational Environments ◽  
Primary Years Program ◽  
New Generation

BACKGROUND: A major concern that is being increasingly addressed in modern educational environments is the ability to present equal accessibility opportunities to students with neurodevelopmental conditions and disorders as for typically developing children. OBJECTIVE: The main objective of the paper is to employ innovative technological advancements merged with evidence-based practices in order to teach, improve and generalise social skills for children with neurodevelopmental disorders, specifically children with High Functioning Autism (HFA) as well as children with Attention Deficit Disorder (ADD). METHODS: The development of a personalized solution adapted to the needs of each student is proposed. The platform will be composed of three main modules (Content Management, Emotional Analysis and Personalization). The target group is students of the Primary Years Program and Middle Years Program. EXPECTED RESULTS: Improved communicational and interactional capability of people with disabilities and facilitate social innovation; more affordable technologies and products that support interactions for people with disabilities, and new generation of services that are highly adaptable and personalisable to individual contexts. CONCLUSIONS: In order to achieve the optimum output/result of the system the procedure need to be implemented and reviewed by all involved parties.

Considering equifinality in treatment planning for social impairment: Divergent paths in neurodevelopmental disorders

2019 ◽  
Vol 83 (3) ◽  
pp. 278-300 ◽  
Author(s):  
Grace Lee Simmons ◽  
Dane C. Hilton ◽  
Matthew A. Jarrett ◽  
Theodore S. Tomeny ◽  
Susan W. White
Keyword(s):  
Social Skills ◽  
Social Cognition ◽  
Peer Relationships ◽  
Neurodevelopmental Disorders ◽  
Skills Training ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Integrative Model ◽  
Hyperactivity Disorder ◽  
Intervention Programming

Youth with autism spectrum disorder (ASD) present with deficits in both social cognition and executive functioning (EF), which contribute to social impairment. Autistic youth are also frequently diagnosed with comorbid attention-deficit/hyperactivity disorder (ADHD), a disorder that, like ASD, includes impaired EF and social functioning. The comorbidity of ASD and ADHD may result in compounded social impairment, but prior research has not sufficiently evaluated the extent to which this comorbidity profile responds to evidence-based intervention targeting social deficits. It is conceivable that dually targeting EF and social cognition impairment will be more impactful than direct social skills training alone. The authors present an integrative model for intervention programming that examines pathways to social impairment in order to more effectively improve social skills and thereby impact both proximal (e.g., emotion expression, current peer relationships) and more distal outcomes (e.g., depression, self-esteem) in youth with ASD and other neurodevelopmental disorders.

Experiences in Social Innovation

2014 ◽  
Vol 16 (3) ◽  
pp. 4-17 ◽  
Author(s):  
Domingo Alfonso Martín Sánchez ◽  
Ana García Laso
Keyword(s):  
Social Skills ◽  
Social Learning ◽  
Service Learning ◽  
Social Innovation ◽  
Social Motivation ◽  
Social Consciousness ◽  
Engineering School ◽  
Social Collaboration ◽  
Social Landscape ◽  
Energy Engineering

Convergence is an opportunity to determine the possibility to train students in social skills, assuming that our universities provide valuable training in specific technical and professional skills. This study presents the strategy followed in the Mines and Energy Engineering School of the Polytechnic University of Madrid (UPM from its name in Spanish) to enhance social learning through a program based on the assembly of training practices on Mentoring, Service Learning and social consciousness (Ethics and values in engineering). In this article we discuss about social motivation through social collaboration with qualified entities in the Spanish social landscape such as Tomillo Foundation, Congregation Mary Immaculate as well as looking to a future collaboration with the Ana Bella Foundation.

The Effect of a motor-based, social skills intervention for adolescents with high-functioning autism: two single-subject design cases

2010 ◽  
Vol 17 (4) ◽  
pp. 188-197 ◽  
Author(s):  
Sharon A. Gutman ◽  
Emily I. Raphael ◽  
Leila M. Ceder ◽  
Arshi Khan ◽  
Katherine M. Timp ◽  
...  
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Single Subject ◽  
Single Subject Design ◽  
Social Skills Intervention ◽  
High Functioning ◽  
Subject Design

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism

2009 ◽  
Vol 39 (10) ◽  
pp. 1435-1448 ◽  
Author(s):  
Kelle M. Laushey ◽  
L. Juane Heflin ◽  
Margaret Shippen ◽  
Paul A. Alberto ◽  
Laura Fredrick
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Elementary Children ◽  
High Functioning ◽  
Concept Mastery
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