Abilities Of Autistic Children Research Articles

Unveiling Hope-A Beacon for Special Children: Perspective Ali Akber Memorial Autistic School at Thakurgaon District in Bangladesh

This article explores the transformative impact of Ali Akber Memorial Autistic School in Ranisankail, Thakurgaon, Bangladesh, serving as a beacon for the perspectives of special children. Delving into the unique approaches and educational methodologies employed, the narrative unveils hope through tailored interventions and inclusive strategies. Through first-hand accounts and success stories, the article sheds light on how the school fosters a supportive environment, emphasizing the potential and abilities of autistic children. As a tribute to late Member of Parliament of the People’s Republic of Bangladesh after liberation, Ali Akber’s memory, this piece highlights the school’s role in providing education and championing understanding, acceptance, and empowerment for autistic individuals in the community. In essence, “Unveiling Hope” invites us to reflect on the transformative power of education and collective efforts in fostering hope, resilience, and inclusivity for special children. As we envision a more inclusive future, the lessons drawn from the Ali Akber Memorial Autistic School, Ranisankail, Thakurgaon can guide us in creating educational landscapes that celebrate diversity, promote understanding, and ultimately unveil hope for every special child.

Using adaptive behavior scores to convey level of functioning in children with autism spectrum disorder: Evidence from the Study to Explore Early Development.

Autistic people are often described as "low-" or "high-functioning" based on their scores on cognitive tests. These terms are common in publications and in everyday communication. However, recent research and feedback from the autistic community suggests that relying on cognitive ability alone to describe functioning may miss meaningful differences in the abilities of autistic children and adults and in the kinds of support they may need. Additional methods are needed to describe "functioning" in autistic children. We examined whether scores from a test measuring adaptive behaviors would provide information on the functional abilities of children with autism that is different from cognitive ability and autism symptom severity. Adaptive behaviors include age-appropriate skills that allow people to function in their everyday lives and social interactions. We found that a large amount of the variation in adaptive behavior scores was not explained by cognitive development, autism symptom severity, and behavioral and emotional problems. In addition, there was a wide range of adaptive ability levels in children with autism in our study, including in those with low, average, or high cognitive scores. Our results suggest that adaptive behavior scores could provide useful information about the strengths and support needs of autistic children above and beyond measures of cognitive ability and autism symptom severity. Adaptive behavior scores provide important information on the needs of autistic people.

Application of the VR Sensor Image Combined with Sports Games in the Treatment of Autistic Children

In order to study the application of the VR sensor image combined with sports games in the treatment of autistic children, this study mainly takes qualitative research as the main research method and uses physical intervention based on sensory integration training to study autistic children aged 6-9. Three children, A, B, and C, are mainly selected in order to promote the improvement of children’s physical function and motor skills and further have a positive impact on behavior and psychology. By analyzing the effects measured before and after the experiment, this paper explores the impact of sports intervention based on sensory integration training on the motor ability of autistic children over the age of 6, as well as its impact on their sensory integration function, daily behavior, and psychological activities, so as to enrich the empirical research on the content, principles, implementation methods, and specific implementation process of sensory integration training, to provide reference and enlightenment for schools, institutions, and children’s parents engaged in educational intervention for autistic children.

What is the concordance between parent- and education professional-reported adaptive functioning in autistic children using the VABS-II?

Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no research has yet explored item level response variation. We investigated Vineland Adaptive Behaviour Scales-II concordance using 233 lower ability autistic children from the PACT-G sample. Domain and item level agreement was low, but better on objectively measured behaviours. Higher child nonverbal ability improved concordance. Where disagreements occurred, education professionals identified emergent skills more and parents were more likely to rate present/absent. Parents and education professionals view the adaptive abilities of autistic children differently and both should be considered when developing personalised interventions and support.

Intelligent Somatosensory Interactive Activities Restore Motor Function to Children with Autism.

So far, the biomedical community has not provided clear etiological conclusions and targeted drug treatments. Educational intervention and rehabilitation are the main ways to promote the development of autistic children's ability and change the quality of life. This research mainly explores how intelligent somatosensory interactive activities can restore motor function to children with autism. Case studies are used to investigate the current problems of hand movement training for children with autism and the effect of somatosensory games on rehabilitation training for autism. The experience of autistic children using somatosensory games for hand movement training was analyzed. Through the collection, sorting, and analysis of data, the influence of different factors on users' immersive experience is explored. It designs and implements the system's somatosensory game module, including a detailed introduction to the development platform and key technologies used in the development of the somatosensory game module, and shows the functions, program flow, main features, and implementation effects of the somatosensory game. The development process of the somatosensory interaction system is introduced in detail, including model making, character control, task flow control, collision detection, interactive interface, and natural interaction methods of gesture interaction and voice interaction. This study outlines the concepts related to autism and the characteristics of children with autism. It discusses the feasibility of applying somatosensory games to the hand movement training of children with autism and analyzes the development status and application of somatosensory games in detail to lay the foundation for follow-up research. Moreover, it defines the research content of somatosensory interactive training products and clarifies the design content and direction of the product. The comfort evaluation of the somatosensory game products designed in the study reached 92.9%. This research further proves that somatosensory games have a positive effect.

Development of plastic abilities of children-autistics by means of modern-dance in the conditions of modern cultural and artistic practices

The purpose of the article is to determine the methods of developing the creative abilities of autistic children by modern choreography. Methodology: in our work, we used systematic and comparative methods, as well as problem and analytical analysis of the literature to study methods of developing autistic children through art therapy and choreography, to improve their plastic capabilities and study the latest trends in art and psychology. Scientific novelty. The question of the development of creative abilities of autistic children by art therapy has already been studied in modern literature, but the novelty of the research it’s the first attempt to determine methods of developing plastic abilities of children with autism by means of modern dance. Due to the research, we have identified methods for developing the creative abilities of autistic children by means of modern choreography, in particular - modern dance. On the one hand, the focus of modern pedagogy is on people with special needs who receive additional permanent or temporary support in the educational process in order to ensure their right to education. On the other hand, much less importance is given to meeting the needs of children with autism by involving them in modern cultural and artistic practices. Although, in our opinion, it provides much more opportunities for adaptation of people with special needs, the development of their desire for beauty. Our research art and cultural attention have focused on the development of plastic abilities of autistic children by means of modern dance in modern cultural and artistic practices. Conclusions: we determined that it is important to develop the plastic abilities of such children, although it is very difficult to teach such child to dance professionally, it is possible to develop the choreographic grace of movements. In the course of our research, we analyzed the available scientific materials on autism and identified the behavior of autistic children, and explored the possibilities of using modern dance in the development of autistic children as one of the means of developing their creative abilities.

Analysis and prediction of autistic children's game characteristics

Children with autism show great defects in the games they play. This research designed 'CePingBiao of autistic children's game ability', and undertook a study on the game features of 130 children diagnosed with autism, and gave 69 children rehabilitation training game ability for four months. Results show that (1) autistic children's ability in game on the game type is with high and low points. Best body level of game development, followed by the structure of the game, again is a symbol of games, social games, and the lowest development level is the rules of the game; (2) age significantly influences the children with autism. With the increase in age, autism game levels increase, and 5 to 6 years old is in the rapid development period. (3) The training time influences the structure of the autistic children game development level. The language level obviously affects the development of children's game ability.

Severity of the autistic disorder and organization of socio-cognitive skills: differentiation or dissociation

This study focuses on the organization of the socio-cognitive skills and abilities of autistic children under 7 years of age. The psychological development of 193 children with autism was assessed in five functional areas: object-related cognitions, person-related cognitions, mastery of social communication tools, daily living skills, and degree of socialization. Two very contrasting groups of children were constituted by crossing three variables: developmental age, presence or lack of linguistic activity, and disorder severity. A “low severity autism” group (n = 44; CA = 60 months and DA = 39 months) and a “high severity autism” group (n = 36; CA = 63 months and DA = 15 months) were compared to two control groups of typical children. Control groups were assessed in the same functional areas as autistic children: a group with a CA of 40 months (n = 46) and a group with a CA of 15 months (n = 52). The autistic children of the “low severity” group and the typical children, aged 40 months are characterized by an “undifferentiated organization”. Factor analyses highlight for each of these two groups one general factor. The two other groups (autistic children of the “high severity” group and typical children, aged 15 months) are characterized by a differentiation of their skills; factor analyses highlight for each of these groups a bifactorial structure. These results allow a distinction to be made between a developmental differentiation and an autistic dissociation.

Autistic Children's Ability to Interpret Faces: A Research Note

Ten autistic children were compared with 10 non-autistic children matched for chronological age and performance IQ on two tests of finding the odd face out of a set of photographs of faces, two tests of labelling photographs of faces, and a test of labelling photographs of common objects. The autistic children were significantly worse than the non-autistic children at finding the odd person out and the odd facial expression of emotion out, and at labelling facial expressions of emotion. They did no worse than the non-autistic children at labelling upside down faces or at labelling objects. The results, which replicate the findings of Hobson (J. Child Psychol, Psychiat. 27, 321-342, 671-680, 1986; Communication, 20, 12-17, 1986) are consistent with other evidence for a specific perceptual abnormality in at least some children with autism, the nature of which is discussed.

Comparing autistic and normal children along the dimensions of reinforcement maximization, stimulus sampling, and responsiveness to extinction

The purpose of this study was to assess autistic children's ability to maximize reinforcement, sample among available stimuli, and respond to extinction. Responding to five concurrent reinforcement schedules (CRF, FR 2, FR 4, FR 7, and FR 11) was monitored and compared to groups of mental age-matched and chronological age-matched normal children. When a given child consistently selected a given schedule of reinforcement, it was then put on extinction, and both perseveration and responding to the remaining (intact) schedules of reinforcement were monitored. The results showed, first, that while normal children selected the richest schedule of reinforcement, autistics did not maximize reinforcement, typically selecting one of the thinner schedules available. Second, the autistic children sampled less, and less efficiently, than the normal children. Third, the autistic children proved to be much less responsive to extinction, perseverating longer than the normal children before switching to a new reinforcement schedule. Fourth, whenever extinction proved to be a problem in the autistics, it was quickly achieved by a simple change in the stimulus conditions. These results are discussed as possible “keystone” deficits, which may be causally related to many of the behavioral deficits of autism and which might be important target behaviors for treatment.

On the nature and variability of linguistic impairment in autism

The conceptualization of linguistic deficit as central to the autistic symptomatology is a relatively new development, replacing an earlier exclusive emphasis on socioaffective isolation. Yet social deficits remain an important diagnostic criterion of the disorder. The present literature review attempts a synthesis between the linguistic and social deficits in autism. Research findings on impairments in the neuroanatomical substates of language are linked to evidence on some of the autistic children's ability to process sign language, a visual system likely processed primarily by the right hemisphere. Neuroanatomical peculiarities and deficits are also seen as reflected in the recently reported microkinesic-vocal dyssynchronies of autistic individuals. These are thought to be paralleled by pronounced semantic and syntactic deficits and, most importantly, by severe difficulties in the pragmatic or social and contextual use of language. The attempted synthesis offered in the hope that it will serve a heuristic value in guiding and stimulating new research in the field.

The responsiveness of autistic children to the predictability of social and nonsocial toys.

This study was designed to explore autistic children's ability to develop an expectancy from environmental events. Social and nonsocial toys were presented to autistic and control children in situations that either allowed or prevented them from predicting their appearance. It was found that autistic children's behavior was seriously disrupted if they could not predict the sequence of environmental stimuli, but their responsiveness to environmental stimuli increased when events were predictable. They approached social objects more readily than nonsocial objects when both were simple in appearance. These findings suggest that an appropriate starting point for therapeutic intervention with autistic children might be to focus on shaping social play in highly structured and predictable environments.