Towards developing early intervention programmes supporting social skills for autistic children in early childhood: a systematic review

The study aimed at detecting the effects of environmental stress on children in early childhood. The researcher used the descriptive descriptive approach. The study sample included 50 children and children suffering from autism disorder, but not accompanied by any mental disability or other organic problem. The sample was collected from private centers in Cairo Governorate, as the center of integration Ghamra and the center of integration in the seventh district of Nasr City. The measure of the effect of environmental pressures on autistic children (the researcher's preparation) and the socio-economic scale of the family (prepared by Abdul Aziz al-Hafs 2013) was used. In light of the objectives of the present study and its hypotheses, the following statistical methods were used: The data were extracted through the statistical program known as Statistical Package for Social Sciences. The statistical analysis using the computer through the statistical package software SPSS V.20, and this step -data collection- a preliminary step to tabulate the data, and through it was the following: Stability test through the Cronbachs Alpha laboratory to test the stability of the study variables. Test the validity of internal consistency through Pearson correlation coefficient between the dimensions of the study and the total scale. Data descriptive statistics by scheduling data in tabular form (mean and standard deviation) of study variables. To establish the correlation relations with the Kendal correlation coefficient to verify the validity of the hypotheses of the study. Simple regression analysis to study the effect of environmental stress on early childhood autistic children. Multiple regression analysis to study the effect of environmental stress on early childhood autistic children. The study shows the following results: There is no relationship with statistical correlation between the impact of environmental pressures and the economic level on the children of the autistic in early childhood and there is a correlation between the physical pressures and the economic level in favor of males. There is no relationship with the correlation between the statistical impact of environmental pressures and social level on the children of autis m in early childhood. There are no statistical differences between male and female males on the scale of the effect of environmental pressures on children in early childhood. There are no differences of statistical relativity between males and females at the economic level of the early childhood autistic children. There are no statistically significant differences between males and females at the social level of early childhood autistic children. It is recommended that further studies be conducted on autistic children, especially with regard to the impact of environmental pressures on them, through: Studies on autistic children include the largest number of cases, taking into account differences in age and diversity in economic and social levels in Egypt. Studies on the impact of environmental stress on autistic children, especially in early childhood. Studies of the environmental factors of the autistic children, which have an effect on them.

Imitation is foundational to early social learning, yet autistic children often exhibit significant impairments in imitation, potentially impacting their social communication skills. This study examined the relationship between imitation abilities and social communication in autistic children and evaluated the effectiveness of the Early Start Denver Model (ESDM) intervention. The study included 52 autistic children aged 2–5, divided into an experimental group receiving ESDM intervention and a control group undergoing standard rehabilitation. We assessed the children’s imitation and social communication skills before and after the intervention. Results indicated a significant positive correlation between imitation and social communication skills both before and after the intervention. Specifically, various forms of imitation (e.g., vocal, gestural, object-related) were closely linked to different domains of social communication (e.g., expressive communication, joint attention, social skills). Baseline imitation levels and improvements in imitation were significant predictors of enhanced social communication, jointly accounting for over half of the observed improvements in social communication, with imitation improvement being the strongest predictor. Age positively moderated the relationship between imitation and social communication, with older children showing a stronger impact of imitation on social communication. Although these effects were evident across groups, the ESDM group showed greater gains in imitation skills compared to the control group. However, we did not find evidence of an intervention effect on social communication skills. This study underscores the critical role of imitation in the social communication development of autistic children. These findings support the enhancement of imitation skills in early interventions for autistic children, highlighting the effectiveness of ESDM in fostering imitation abilities.

National Education Policy (NEP) 2020 attempts to tie together the curricula of preschools, schools, and higher education with its primary focus on creating a curriculum that is competency-based, inclusive, innovative, and prioritizes the overall development of children. The early childhood years of a child's life are vital as they form the foundation for physical, emotional, and cognitive growth. Children's inherent curiosity not only drives them to wonder, question, explore, and experiment but also to unveil the mysteries of the world around them. However, in early years, child growth and development are often impacted by various challenges faced by the socioeconomically weaker sections. The present paper is an attempt to assess the cognitive competencies of Gujjar children in early childhood and to document the existing play material for cognitive development. The sample of the study comprised 30 semi-nomadic Gujjar children (both boys and girls) in early childhood from the rural areas of Rajouri district. A self-devised Early Childhood Cognitive Competencies Rating Scale (ECCCRS) and observation was used for data collection. The result depicted that most of the children were emerging in the process of acquiring a particular skill but have not yet consistently demonstrated in the key areas of their learning goals such as attention and awareness, memory and learning, problem-solving and reasoning, pretend play, and social-cognitive understanding. This study also indicated that children had a restricted availability of toys, with the majority being traditional in nature.

INTRODUCTION: Diffusion-tensor magnetic resonance imaging (DT-MRI) is currently a well studied and applied in clinical practice technique. An important advantage of this technique is the measurement of fractional anisotropy (FA) values, which make it possible to quantify changes in brain matter. The authors are aware of publications on the study of FА values among children in small groups including only a part of ages. This work presents study of FA among large amount of examined children and notes values of FA for most of the significant structures of the brain in subjects from 4 months to 18 years of age.OBJECTIVE: Analysis of the FА values of the anatomical structures of the brain in children of different age groups who did not reveal changes in the brain matter during multiparametric MRI, in order to further study the processes of development and myelination of brain structures, as well as the use of these values in clinical practice as reference values in the analysis of pathology.MATERIALS AND METHODS: 153 patients aged from 4 months to 18 years were examined. MRI of brain was performed on the recommendation of the attending physician in accordance with clinical indications in case of suspected infection in the paranasal sinuses and neurological complaints, without focal symptoms. Distribution of examined children by age groups was: up to 1 year (infant age) — 6 children (3.9%); from 1 year to 3 years (early childhood) — 14 children (9.15%); from 3 to 7 years old (preschool age) — 39 children (25.5%); older than 7 years (school age and older) — 94 children (61.45%). Distribution of the examined by gender: male children — 82 (53.6%); female — 71 (46.4%). DT-MRI was applied to all patients with measurement of diffusion in 15 directions, and then FА values were measured in 21 areas of the white and gray matter of the brain. The regions of interest (ROI) were arranged in accordance with the zones of the ASPECTS and PC-ASPECTS scales adapted for the purposes of this study. Statistics: processing of the received data was carried out using application programs: Microsoft Excel, Statistica 10 with an assessment of the normality of the distribution of values and the use of parametric and nonparametric criteria.RESULTS: The highest mean numerical values of FA for all groups of children were found in the white matter along neural pathways: 0.66±0.04 for the internal capsule; 0.68±0.05 — in the white matter of the midbrain; 0.64±0.08 — at the level of the pons; 0.69±0.04 — in the cerebellar peduncles. The FA indices in the white matter of other anatomical regions are slightly lower: 0.50±0.08 — for white matter at the M4 level according to ASPECTS; 0.52±0.08 — in the occipital lobe at the level of the basal ganglia; 0.54±0.05 — in the temporal lobe. The lowest FA values appeared in the gray matter: 0.16±0.04 — in the caudate nucleus; 0.12±0.04 — in the gray matter at the M4 level according to ASPECTS. The most pronounced differences in FA in children of early childhood and school age appeared in the ROI located in the white matter of the cerebral cortex: in the area of M5 0.46±0.05 versus 0.54±0.05, respectively; in the area of M1 0.43±0.06 versus 0.51±0.06, respectively. At the same time, differences in FA in children of early childhood and school age in ROI located in the white matter at the level of stem structures are less pronounced: at the level of the pons 0.6±0.07 versus 0.64±0.07, respectively; at the level of the cerebellar peduncles 0.68±0.04 versus 0.69±0.04, respectively. These numerical indicators illustrate and additionally confirm the known ideas about the development and formation of neural pathways and about the processes of their myelination. They also reflect the known data on the structural and functional differences between the gray and white matter of the brain. A significant increase of the FА values in children older than 7 years was determined in comparison with groups of younger children in the white matter of the cortical structures of the brain. At the same time, there are no significant age-related differences of FА in the region of brainstem. It was also found that in preschoolers, compared with children from 1 to 3 years old, white matter FА increases in the region of the caudate nucleus and midbrain.CONCLUSION: The obtained normative values of FА can later be widely used in clinical practice as reference ones when performing DT-MRI and assessing neuroinfectious and other pathological changes in the brain matter in children. The revealed differences in age groups indicate an earlier development of brainstem structures, while the subcortical-cortical areas of the cerebral hemispheres develop and myelinate over a longer time.

 2014 Children, Youth and Environments Children, Youth and Environments 24(3), 2014 Connecting Animals and Children in Early Childhood Patty Born Selly (2014). St. Paul, MN: Redleaf Press, 171 pages. $24.95; ISBN 978-1-60554-156-3. This engaging and accessible book translates research and theory about the developmental significance of animals for children into hands-on activities for parents of young children and for early childhood educators. Selly has worn many hats in her professional life—naturalist, wildlife rehabilitator, science and nature educator, and teacher trainer, among others. All these roles inform her writing about young children and the animal world. In opening chapters, she succinctly summarizes the importance of animals to children, showing how pervasive are animals and their representations. She skillfully synthesizes the existing literature on the developmental benefits of exposure to animals and the natural world, including sensory stimulation, cognitive challenge, feelings of security, empathy, attachment, interpersonal skills, and nurturing. Throughout, concrete examples and color photographs, drawn from observed interactions among children, illustrate these more abstract concepts. Selly also addresses the cultural complexity of human-animal connections, since humans categorize animals in both positive and negative ways, and use animals for purposes of food, clothing, work, and amusement. She rightly emphasizes the important role of adults in labelling and categorizing the animal world and in so doing, imparting to children ways of thinking about animals and valuing or disvaluing them. Another timely topic is the depiction of animals in the media. As children are more and more in front of screens and facing a proliferation of smartphone apps, parents and teachers need guidelines on how to help children process the often distorted depictions of animals. Selly addresses this issue with practical advice and concrete examples. Not all experiences with animals are equally beneficial to children’s development. Selly rightly distinguishes between what she calls “authentic” and “non-authentic” experiences. “Authentic” experiences are realistic, complex and respectful of the animal. Consider the difference between a child learning about elephants from realistic documentaries or visits to a top-quality zoo and by contrast, playing with a toy elephant or watching a cartoon about Dumbo the elephant. As an experienced early childhood educator, Selly fills her book with wonderful examples of authentic animal activities that build in skills like scientific inquiry, expression of feelings, counting, and literacy. A chart contrasting authentic and non-authentic educational experiences is especially helpful. Book Review: Connecting Animals and Children in Early Childhood 248 This book will be very useful for teachers of young children. In detail, Selly talks about organizing an “authentic” field trip to a zoo (or other place where animals could be observed) and then enriching that experience later with classroom activities. Similarly, she devotes a chapter on the important issue of classroom pets, and includes a helpful checklist so that teachers make this experience one in which animal welfare and children’s learning are both maximized. In summary, if early childhood educators or parents of young children are looking for a single book that will guide them in helping their children explore the world of animals, this is the book. Review by Gail F. Melson Gail Melson received her Ph.D. from Michigan State University in developmental psychology. Currently, she is Professor Emerita of Human Development and Family Studies and Fellow of the Center for the Human-Animal Bond at Purdue University, where she conducts research and consults on child development. Dr. Melson blogs for Psychology Today on children, animals and nature. ...

Sensory differences are well documented in autistic individuals. However, early sensory experiences have not been fully explored, particularly from the perspective of autistic people. We sought to understand early sensory experiences in autism from the perspective of autistic adults (some of whom also had autistic children) and caregivers of autistic children (some of whom also had a personal autism diagnosis). Using a qualitative descriptive design, aligned with a constructivist paradigm, focus groups were conducted with 3 autistic adults and 12 caregivers of autistic children. Data were analysed with reflexive thematic analysis. Five themes were generated accounting for early sensory experiences in autism: (1) Acknowledging the uniqueness of sensory preferences, (2) Negative impacts of different sensory experiences, (3) Feeling different and the pursuit of belonging, (4) Controlling sensory experiences to support daily function, and finally (5) Overcoming the challenges of the sensory world. The findings highlight the specific sensory needs of autistic children in early childhood and the adaptability of caregivers. This information can help young autistic people and caregivers advocate the importance of recognising the uniqueness of each autistic child’s sensory preferences when seeking support.Lay Sensory behaviours in early childhood can impact how autistic children experience and engage in the world. There is a lot of research about sensory differences in autistic children; however, there is very little known about experiences in early childhood. We asked 3 autistic adults and 12 caregivers of autistic children about their/their child’s experiences of sensory behaviours in early childhood. In our sample, autistic adults and caregivers of autistic children shared similar experiences about the challenges they/their children face related to sensory experiences in early childhood and how they overcame these. The findings can influence how researchers and service providers view sensory preferences in early childhood by understanding that everyone’s preferences are unique, and the importance of advocating for what works for each autistic person.

This study examines the relationships between digital game addiction tendencies, self-regulation, social skills, and life skills in preschool children. Grounded in Bronfenbrenner's Ecological Systems Theory and Vygotsky's Sociocultural Theory, the research investigates the complex relationships between the variables. Data were collected from parents and teachers of preschool-aged children in Türkiye, utilizing validated measurement tools. Partial least squares structural equation modeling (PLS-SEM) revealed three main patterns. First, digital game addiction tendency was negatively but non-significantly related to self-regulation, showing only a marginal trend (p ≈ .05). Second, social skills were strongly and positively associated with life skills. Third, an unexpected negative association emerged between self-regulation and social skills. Digital game addiction tendency showed no significant direct association with either life skills or social skills. These findings suggest, without implying causation, that social competence in early childhood is more closely linked to adaptive life skills, whereas the role of self-regulation may vary across developmental contexts. The study calls for longitudinal research to clarify these complex, context-dependent relationships and for balanced digital exposure that supports both self-regulation and social interaction.

Background: Studies have shown that oral bacteria are involved in the occurrence of some neurological diseases. Autism spectrum disorder (ASD), a neurodevelopmental disorder occurring in early life, is closely related to intestinal bacteria. At present, the role of the oral microbiota in ASD rarely remains unexplored. Objectives: This study aimed to explore the differences of bacteria in saliva between autistic and healthy children in early childhood and investigate whether there are any specific salivary bacteria serving as biomarkers of ASD. Methods: A total of 10 autistic children aged 2 - 6 years and 10 healthy children matched in age, gender, and region in China were involved in this study. 16S ribosomal ribonucleic acid sequencing was employed to detect the disparities of bacteria in saliva between autistic children and healthy children. Moreover, the relationship between salivary differential bacteria and intestinal bacteria in autistic children was analyzed to screen out salivary differential bacteria that were unrelated to intestinal bacteria. Results: There were 14 bacteria in the saliva of children with autism, which were different from those of the control group (P < 0.05). Correlation analysis showed that the salivary Bacteroides fragilis had no apparent relationship with intestinal bacteria (P > 0.05); nevertheless, the rest of the differential bacteria in saliva were significantly related to intestinal bacteria. Conclusions: There were differential bacteria in the saliva of children with ASD and healthy controls, indicating that salivary bacteria might play a role in ASD. Nevertheless, further studies are needed to identify the pathogenesis of ASD.

Come Play With Me

Early intervention programs have been shown to increase the overall socio-emotional and physical wellbeing of children in early childhood and educational settings. The goal of this narrative review is to explore recent literature that describes implementation of these systems and highlights innovative practices in the early childhood intervention sector. Twenty-three articles were included, and we identified three themes in this review. The literature addressed concepts of innovative techniques in relation to childhood disability interventions; policy practices that promote child, family, and practitioner wellbeing; and attention to the importance of trauma-informed care in education for children and families who face the impacts of social marginalization such as racism and colonization. Notable shifts in the current early intervention paradigms are approaches to understanding disability informed by intersectional and critical theories, as well as systems level thinking that goes beyond focusing on individual intervention by influencing policy to advance innovative practice in the sector.

Social Communication: A Framework for Assessment and Intervention

This study analysed the associations between preschoolers’ perceived maternal acceptance–rejection and their social and emotional competence. Participants were 90 Portuguese children (55.6% boys) aged 54–82 months and their parents. Children completed the Early Childhood Parental Acceptance–Rejection Questionnaire (Mothers’ Short Form) and parents reported the children’s social and emotional skills using the Social Skills Rating System and the Emotion Regulation Checklist. Significant correlations between perceived maternal acceptance–rejection and children’s age and mothers’ education were found. Older children reported higher maternal rejection and children with lower educated mothers perceived less maternal warmth/affection. Moreover, hierarchical regression analysis showed that after controlling for children’s age and mothers’ education, maternal rejection contributes independently to children’s social skills, with children who perceive more maternal rejection showing fewer social skills. The findings suggest that families should be supported with more knowledge about the importance of expressing daily warmth to children in early childhood.

To summarize current evidence for early identification and motor-based intervention for children aged 5 years and younger of age with/at risk of developmental coordination disorder (DCD). Using scoping review methodology, we independently screened over 11 000 articles and selected those that met inclusion criteria. Of the 103 included articles, 78 articles were related to early identification and are summarized in a companion article. Twenty-two articles focused on early intervention, with an additional three articles covering both early identification and intervention. Most intervention studies were at a low level of evidence, but provide encouraging evidence that early intervention is beneficial for young children with/at risk of DCD. Direct intervention can be provided to whole classes, small groups, or individuals according to a tiers of service delivery model. Educating and building the capacity of parents and early childhood educators are also key elements of early intervention. Evidence for early intervention for children with/at risk of DCD is emerging with promising results. Further studies are needed to determine best practice for early intervention and whether intervening early can prevent the negative developmental trajectory and secondary psychosocial consequences associated with DCD.

Autism spectrum disorder (ASD) is a complex neurodevelopment disorder that normally occurs during early childhood. It is typified by the chronic lack of social communication, restricted or repetitive behaviours and cognitive and adaptive functioning of different degrees. Children with ASD can show problems in their perception of social stimuli, creation of social relationships, verbal and nonverbal self-expression. These challenges often extend to speech development with the consequent delays in language acquisition, abnormal prosody, and the inability to create intelligible speech [1,2]. Globally, it is estimated that one out of every 44 children have ASD with the male-female ratio being 4:1. Among the main problems with children with ASD, there are differences in the rate of speech, pitch, and intonation, which have a significant implication on the social interaction and the overall quality of life. It is important to identify these challenges at an early age because early intervention has been observed to enhance the performance in various areas of development [1,2]. Recent studies have provided evidence on the crucial nature of early intervention especially speech therapy in solving these challenges. Systematic reviews have shown that early speech therapy has the potential to make a significant contribution to language acquisition, social skills, cognitive ability, and self esteem. Although it is possible that the severity of autism cannot be changed by early intervention, meaningful functional differences can be observed, enabling children to communicate more efficiently and interact with their surrounding [3]. New interventions in speech therapy are also improving the outcome of children with ASD. The speech-enabled games have been designed in a customized manner and are directed at specific speech production difficulty areas. Such interactive programs lead to children being able to control the prosodic features of their speech in real-time, and therefore, the therapy is efficient and entertaining. The results of pilot studies carried out over a long-time show that vocabulary skills, eye and mouth fixation, prosody, and general communication can be improved, indicating the possibility of using technology in speech therapy interventions [1]. The COVID-19 epidemic emphasized the importance of telerehabilitation and online speech therapy as a means of continuity in ASD children whom in-person therapy was unavailable. Research has also shown that distance interventions are as efficient as face-to-face therapy to enhance language abilities, social interaction, and general participation. Telerehabilitation is both able to overcome geographic barriers in families residing in rural or underserved regions and offer an option that is more convenient and secure during times of a pandemic or other factors that restrict access to the clinic. Moreover, online therapy enables therapists to track the progress in real-time, give instant feedback, and customize the interventions to the needs of particular children [4]. The presence of parents, education, and stress management are the key aspects of the therapy. The studies have revealed that stress on caregivers may adversely influence the outcomes of interventions, but that parental education and coaching have a positive impact on the experiences of children and their caregivers. The role of teachers and mentors is also significant to provide the supportive environment and help communicate the skills of communication. Those programs which incorporate caregivers, offer practical advice, and provide community support always result in high outcomes [1,2,4]. Although these developments have taken place, there are still challenges. The shortage of resources, the delay in starting treatment, and the ignorance of the community remain the hindrance in most areas. The skills of trained professionals, financial assistance, and dedicated caregiver involvement are needed in early therapy, and usually, they are limited in underserved regions. The increase in access to early and innovative interventions in speech therapy, training caregivers, and enhancing support systems are critical measures that will allow providing children with ASD with equal opportunities [1,2,3]. Early and novel speech therapy is a transformative intervention in improving communication and social outcomes of children with ASD. The combination of traditional therapy and technology-based interventions, support of caregivers, and the creation of awareness among the community members are the main tools needed to help each child reach his/her full potential. Further researches, awareness creation, and allocation of resources are needed so that children with ASD can have access to effective communication support so that they can be able to achieve their full developmental potential and be useful members of the society.

This study was carried out to find out the influence of motion and songs on the social skills of children during early childhood years. The research method used, was a quasi-experimental design with paired data t-test analysis. This study was conducted on 16 respondents aged 5-6 years old. The results showed that t value > t table, sig <0.01 and that there was a significant difference between before and after the children participated in playing motion and song activities that were implemented. This study shows that playing motion and song can significantly influence the social skills of children in early childhood. Further research can be carried out by involving other variables that affect social skills along with other motion and song activities.