Communication In Autistic Children Research Articles

A Self-Narrative Study: Changes in Physical Ability and Social Communication in Children with Autism through Taekwondo Training with Elements of Music Therapy from the Parents' Perspective.

Autism spectrum disorder (ASD) significantly affects social and motor skills development in early, middle or even late childhood. To promote social and motor skills development among autistic children, an intervention consisting of Taekwondo and elements of music therapy was designed and implemented in Hong Kong. The objective of the current study is to investigate the effectiveness of this training, based on parents' observations of their children who had completed the key stage of the training. Thirteen parents or caregivers (n = 13) whose children with autism participated in our Taekwondo training for two months were interviewed. Three major themes were identified by thematic analysis: (A) social skills-related change after the intervention, (B) motor skills-related change after the intervention, (C) characteristics of the intervention (i.e., session arrangement, tutor/coach attitude). Our findings show that our training was perceived by parents to have a significant impact on the promotion of physical ability and social communication in autistic children.

Performing the Opportunity Space of Therapeutic Art Education for Autistic Children

This research aims to explore expressive art approaches to enhance communication in autistic children in opportunity space settings. The study discusses the process of therapeutic exploration in an online-based practice and how the space setting plays a significant role in this process. The research methodology involves a mixed-method approach, including case studies conducted at TT-ArtCourse in Yogyakarta, Indonesia, and a questionnaire to determine parents' responses to the influence of the spatial setting. The study shows that online treatment has initial challenges in adaptation time for parents, teachers, and autistic children. The main obstacle is the lack of intimacy, which is crucial in offline interactions. However, in the end, parents can see the effectiveness of the online mode, allowing them to set up their treatment room according to their child's wishes. The study also found that the communication processes in the online-based opportunity space therapeutic ecosystem are similar to offline schools.

Stress and Folate Impact Neurodevelopmental Disorders

Autism Spectrum Disorder (ASD) is one of several developmental disabilities that can create significant communication and behavioral challenges in affected individuals. Several studies have found that children with ASD have high levels of Folate Receptor Antibody (FRA), which blocks the transport of folate across the Blood-Brain Barrier (BBB) and leads to Cerebral Folate Deficiency (CFD). Supplementation with folate in its reduced form, such as with folinic acid, has been found to improve communication in autistic children with folate receptor antibodies. Here, we provide an overview of the role of folate in nervous system development, effects of FRA on brain folate levels, and clinical trials that have examined the efficacy of folate supplementation in reducing the symptoms of developmental disabilities. Further, we highlight the importance of prenatal folate supplementation in reducing the risk and severity of developmental disorders and the need for additional research to explore optimal dietary interventions to aid in managing them. The results suggest that supplementing with reduced folate may offer a promising treatment approach for individuals with neurodevelopmental disorders, particularly those with FRA.

Bibliometric Mapping of Trends of Project-Based Learning with Augmented Reality on Communication Ability of Children with Special Needs (Autism)

Autistic children have the right to education. Education helps them develop their communication skills. Using a project-based learning model can improve communication skills. Currently, there is a lot of research discussing the use of project-based learning for children with special needs. Therefore, this study aims to analyze the use of project-based learning with augmented reality on the communication skills of autistic children. The method used is a systematic literature review and theoretical bibliometric analysis of research on communication skills of children with autism sourced from Scopus from 2013 to 2022. The research stages are determining i) research questions; ii) inclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this research note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries in the Americas and Asia contributed the most to research on this research theme. There is a relationship between project requirements (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is indicated by the strength of the P→CS link of 2 and the strength of the CS→ASD link of 4. This review shows that the characteristics of project-based learning can help train the level of communication skills of autistic children and will be better if assisted by the use of AR

Play Therapy for Improving Interaction and Communication in Autism: Systematic Review

Early childhood children use a play-based approach to learning, which includes elements of communication and interaction with the environment. Unfortunately, autistic children experience problems interacting and require special treatment. This research is a literature review and uses descriptive analysis techniques. Data was taken based on journals published in 2013–2023. The aim of writing this article is to identify play therapy methods applied by teachers and therapists to improve the development of interaction and communication in autistic children. The research results show that there are eight play therapy types that are applied to young autistic children. Play therapy consists of associative games, games with squishy media, Child-Centered Play Therapy (CCPT), Short Play and Communication Evaluation (SPCE), games with flashcard media, group play, and symbolic games.

IMPLEMENTASI KOMUNIKASI KONSELING ISLAMI TERAPIS DALAM PENGEMBANGAN INTERAKSI DAN PERILAKU ANAK PENYANDANG AUTIS MELALUI TERAPI ABA

Autism is a developmental disorder, understanding which has an impact on behavior, social interaction, communication and language disorders. Because of these problems, children with autism need to do therapy to improve and reduce existing problems. The early intervention method for dealing with autistic children is using ABA therapy.The purpose of this study was to find out how the implementation of therapist counseling communication in ABA therapy, and how changes in the development of interaction and behavior of autistic children before and after being given ABA therapy. The research design uses descriptive qualitative research. Data collection techniques obtained through observation, interviews, and documentation. From this study it was found that at YPAC Medan the implementation of counseling communication was not implemented. But the implementation of communication is generally done by therapists in the form of interactional communication. Furthermore, there are changes in the development of interaction and communication in autistic children before and after carrying out ABA therapy in that before carrying out ABA therapy children are not at all affected by environmental stimuli, there is no eye contact when communicating and interacting, only focusing on oneself, not responding to external stimuli, and only focus on the object or activity they like. Furthermore, after the child is given ABA therapy, there are visible changes, including starting to be able to respond to stimuli, starting to make eye contact, starting to be able to say words even though they don't understand their meaning and starting to be able to express wishes by giving signs

Hubungan Kemampuan Kognitif dengan Bahasa Reseptif pada Anak Autisme di Pusat Layanan Disabilitas dan Pendidikan Inklusi Kota Surakarta

Background: Autism is a very complex disorder of neurobiological development, which includes disturbances in aspects of behavior, social interaction, communication and language Wulandari et al (2018). Children with good cognitive function tend to speak and speak well. People with good cognitive ability have good language skills and vice versa (Aniswita & Neviyarni, 2020).
 Purpose: This study aims to determine the relationship between cognitive abilities and verbal communication in autistic children at UPT Center for Disability and Inclusive Education (PLDPI) Surakarta.
 Methods: This research is a quantitative research with a correlational descriptive research design and cross-sectional data collection. The sampling technique used was purposive sampling with a sample size of 30 autistic children at the Surakarta Disability and Inclusive Education Service Center (PLDPI). The collected data will be analyzed univariately and bivariately. The data analysis technique in this study uses the Spearman rank.
 Research Results: The results of the data analysis showed that the cognitive abilities of autistic children at PLDPI were below the average (83.3%). Receptive language data for autistic children at PLDPI is below the average (73.3%). The relationship between cognitive abilities and receptive language with a value of p = 0.000 where ρ <0.05 indicates a significant relationship between the two variables. The strength of the correlation shows the value of r = 0.763, which means it has a strong category of correlation strength.
 Conclusion: There is a positive and strong correlation or relationship between cognitive abilities and receptive language in children with autism at the Surakarta Disability and Inclusive Education Service Center (PLDPI).

Using Pivotal Response Treatment to Improve Language Functions of Autistic Children in Special Schools: A Randomized Controlled Trial.

Language difficulties exert profound negative effects on the cognitive and social development of autistic children. Pivotal Response Treatment (PRT) is a promising intervention for improving social communication in autistic children, but there is a lack of a comprehensive examination of language functions. This study aimed to investigate the effectiveness of PRT in promoting the primary language functions (requesting, labeling, repeating, responding) defined by (Skinner, B. F. (1957). Verbal behavior. Martino Publishing.) theory of verbal behavior in autistic children. Thirty autistic children were randomly divided into the PRT group (Mage = 6.20, SDage = 1.21) and control group (Mage = 6.07, SDage = 1.49). The PRT group were provided with an 8-week training of the PRT motivation component in addition to treatment as usual (TAU) in their schools, whereas the control group only received TAU. Parents of the PRT group were also trained to practice the PRT motivation procedures at home. The PRT group demonstrated greater improvements in all four measured language functions compared to the control group. The improvement in language functions in the PRT group was generalized and maintained at the follow-up assessment. In addition, the PRT intervention enhanced untargeted social and communicative functioning, cognition, motor skills, imitation, and adaptive behaviors in the autistic children. In conclusion, language intervention using the motivation component of PRT is effective in promoting language functions as well as widespread untargeted cognitive and social functions in autistic children.

HUBUNGAN DUKUNGAN SAUDARA KANDUNG DENGAN KOMUNIKASI INTERPERSONAL PADA ANAK AUTIS DI PUSAT LAYANAN AUTIS KOTA DENPASAR

An interpersonal communication disorder is one of the problems experienced by children with autism. It causes due to the lack of development of language skills so children with autism have difficulty delivering and receiving messages from others. One of the factors that influence the development of communication in children with autism is sibling support. This study aims to determine the correlation of sibling support with interpersonal communication in children with autism at Pusat Layanan Autis Kota Denpasar. This research uses descriptive correlation design with the cross-sectional approach. The sample consisted of 38 children selected by total sampling technique based on the affordable population criteria. Data collection using sibling support questionnaires and Interpersonal Communication Inventory (ICI) questionnaires. The result showed that the mean of sibling support for autistic children was 22,76 and the mean of interpersonal communication in autistic children was 18,18. Data tested using Spearman Rank (rho) got a significant value of 0,00 (? = 0,05) with a correlation value of 0,794 and positive direction correlation. This shows a strong correlation with a positive direction which means the better support siblings the better interpersonal communication to the children with autism.

Non-Verbal Communication by Autistic Children

This thesis entitled ‘Non-Verbal Communication by Autistic Children’ was conducted with the aim to find out the component s of kinesics as a part of nonverbal communication expressed by autistic children when interacting with their teachers at S LB ABC Taman Pendidikan Islam. Beside that this study also intended to know the meanings of those kinesics component s expressed by autistic children when interacting with their teachers. This research used a descriptive qualitative approach by applying kinesics theory by Ray Birdwhistell. The data collection techniques were conducted by using non-participant observation techniques and documentation. The documents used to support this study were in the form of photographs and video recorder that showed the communication done by the autistic children with their teachers during the learning process in the class. The results showed that although autistic children cannot interact clearly through verbal communication, they can express their desires through non verbal communication. They can communicate by expressing it through facial expressions, eye contact, body movement , posture and touch. T he meaning of the non-verbal communication expressed by each autistic child has a different meaning. This study also intended to give worthy contribution to all people who want to understand the non-verbal communication of autistic children.

Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education

In kindergarten inclusive classes, the consciousness of initiative communication for most of the autistic children is weak, while initiative communication is precisely one of the indispensable conditions for autistic children to integrate into their classes. Minzhi Road Kindergarten of Suzhou has been devoted over years to the experimental research of pre-school inclusive education for autistic children, and has thus accumulated ample experimental experiences and case study materials. By adopting a variety of research methods including observation, interview, case study, etc., this study takes action research on several individuals previously and currently still enrolled in the kindergarten, and adjusts constantly the interventional programs of promoting initiative communication of autistic children. Eventually this study summarizes three strategies for promoting initiative communications amidst autistic children in kindergarten inclusive education: (1) Understanding the essence of “snatching” behaviors of autistic children and delivering communication skills; (2) Promoting initiative communication for autistic children through inspiration of internal needs to “participate”; (3) Fostering their communication confidence by way of building a performance platform for “advantages” of autistic children. This action research indicates that appropriate strategical interventions from teachers in inclusive classes can promote the initiative communication of autistic children and improve their relationships with peers. Suggestions about further study in the future are discussed in the end.

SHELTER HOUSE PLAY THERAPY FOR A CHILD WITH AUTISM

The aim of this present study is to identify the effectiveness of Shelter House Play Therapy towards the social responsiveness and social communication of children with autism in Brunei Darussalam. Instruments including Social Responsiveness Scale (SRS) and Social Communication Questionnaires (SCQ) were used to collect data from 27 respondents; 12 respondents were the experimental group and 15 respondents were the control group. It also incorporates the perception of parents and teachers towards the behaviour of their autistic children and students. Split-Plot ANOVA (SPANOVA) and Independent Sample T-test analyses were used to evaluate the treatment effectiveness of Shelter House Play Therapy towards the social responsiveness and social communication in autistic children. It was found that Shelter House Play Therapy has an impact towards the social responsiveness and social communication in children with autism, and there is a significant difference of social responsiveness and social communication between the experimental group and control group in terms of pre and post-test. These findings indicate the overall effectiveness of Shelter House Play.

Maternal Role in Guiding Social Communication to Autistic Children as a Quality of Life Determinant

Background : Autism spectrum disorder is a type of neural development disorder. It is characterized by deficit in social communication, social interaction, and repetitive behavior pattern. It is assumed that maternal role in child education is more dominant than paternal role, because children are closer to their mothers since birth. It is also assumed that the quality of life of autistic children would improve if there is improvement in their social communication and social interaction. This study aimed to examine the maternal role in guiding social communication to autistic children as a determinant of child quality of life. Subje cts and Met hod : This was a qualitative study conducted in public special school in Tangerang District, West Java, from October to December 2017. Informants for this study included 5 mothers of autistic children and 3 teachers-therapists at the public special school. The constructs under study included maternal role in guiding social communication and social interaction in autistic children. The data were collected by in-depth interview, observation, and document review. The data were analyzed by Miles and Huberman method. Results : Mothers had an important role in observing various child behaviors, seeking advice from expert, determining child development need, exploring child sensory-dietary-medical need at home. Other maternal roles included admitting children to primary school or special school that was suitable for child potential development and involving children in simple daily activities at home. The maternal role in guiding social communication was considerably good including communication therapy at home using audio visual aids, stimulating oral motoric skill, providing social interaction therapy by story telling, teaching socialization to children by familiarizing them to greet and handshake with others, and letting them to play with other children. The maternal role in improving quality of life was sufficiently good, so that each child was able to develop their communication and interaction skills with variying levels of improvement. Conclusion : Maternal role in guiding social communication in autistic children is sufficiently good although there is a need to improve its implementation in order to gain improved quality of life. It is adviseable for mothers to carry on guiding program at home so as to develop child potentials and to reduce their weak aspects. Keywords : maternal role, guiding, communication, quality of life, autistic children Correspondence : Tri Utami. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir Sutami 36 A, Surakarta 57126, Jawa Tengah, Indonesia. Email: utamifatin@gmail.com. Mobile: 089654975813. Journal of Maternal and Child Health (2018), 3(1): 25-32 https://doi.org/10.26911/thejmch.2018.03.01.03

Pola Komunikasi Interpersonal Anak Autis Di Sekolah Autis Fajar Nugraha YOGYAKARTA

This research is motivated by the idea that humans are social creatures or people who can not live alone and will always be in touch with others in the surrounding environment. Humans can interact with one another to communicate with one another, or maybe by giving signs that can be understood by normal humans. However, is not the case with some people who have special needs, including in children with autism, because children with autism just busy with himself. Based on this background, the formulation of problems that researchers took is’’how interpersonal communication patterns children with autism in social interactions with the environment?’’ The method used in analyzing patterns of interpersonal communication in autistic children’s social interaction with the environment in the Autism School Fajar Nugraha Yogyakarta is a descriptive exploratory qualitative method, in which researchers tried to dig deeper when doing research. Based on these results, can be explained that the pattern of interpersonal communication in autistic children communicate and interact with the environment is way wrong if there is not the first approach to the child if the child is not a good mood, and if there is no eye contact with the children. Communication patterns can occur in both directions if there is al- ready the first approach to the child if the child is a good mood, and if there is eye contact with children. Communication process is always spontaneous, because autistic children can not concentrate for long periods of time. The children with autism to communicate with verbal and non verbal language. Non-verbal language such as screams, eye hand movements, and gestures. Children with autism are more likely to use non-verbal language of children with autism because they are children who have the disorder and difficulty in communicating orally.

O uso interativo da comunicação em crianças autistas verbais e não verbais

Communication of autistic children. To assess the communication functionality of verbal and non-verbal children of the autistic spectrum and to identify possible associations amongst the groups. Subjects were 20 children of the autistic spectrum divided into two groups: V with 10 verbal children and NV with 10 non-verbal children with ages varying between 2y10m and 10y6m. All subjects were video recorded during 30 minutes of spontaneous interaction with their mothers. The samples were analyzed according to the functional communicative profile and comparisons within and between groups were conducted. Data referring to the occupation of communicative space suggest that there is an even balance between each child and his mother. The number of communicative acts per minute shows a clear difference between verbal and non-verbal children. Both verbal and non-verbal children use mostly the gestual communicative mean in their interactions. Data about the use of interpersonal communicative functions point out to the autistic children's great interactive impairment. The characterization of the functional communicative profile proposed in this study confirmed the autistic children's difficulties with interpersonal communication and that these difficulties do not depend on the preferred communicative mean.

行為が意味と出逢うとき : ロボットからみた自閉症児のコミュニケーション発達( 言語障害を通して再考する音声言語情報処理)

行為が意味と出逢うとき : ロボットからみた自閉症児のコミュニケーション発達( 言語障害を通して再考する音声言語情報処理)

Naturalistic observations of spontaneous communication in autistic children

Thirty children with autism were observed during their everyday school activities in order to examine patterns of spontaneous communication. The forms, functions, and targets of their communication were recorded by trained observers. The prototypical communicative event consisted of a child directing a motoric form of communication toward the teacher to request something or to attract attention to himself or herself. However, communication patterns were found to vary as a function of the child's cognitive level and severity of autism. Deficits in joint attention functions were observed, and were most striking in the subgroup of children who did not use speech. Results are discussed with reference to Wetherby's (1986) model for the development of communicative functions in autistic children.

Memory impairments and communication in relatively able autistic children.

Autistic people have specific memory difficulties. The effects of these difficulties on communication in relatively able autistic children and learning impaired controls were assessed in three experiments. The experiments tested the ability to: (1) carry out instructions; (2) ask questions without repetition; and (3) answer questions about past activities. When specific memory skills were required autistic children's communication was impaired relative to controls. When the need to use these skills was eliminated from the tasks the autistic children performed as well as controls. Some practical and theoretical implications of the findings are discussed.

Facilitating Peer-Directed Communication in Autistic Children and Adolescents

Research and clinical work in facilitating peer-directed communication by autistic children and adults is reviewed. Results of studies of autistic youngsters functioning in dyads and groups, of an intervention program designed to increase spontaneous, functional language and of an experimental study assessing the social knowledge of autistic children are discussed. The nature of communication difficulties in autism are organized according to deficits in motivation and social skills, language, cognition and experience. Practical suggestions are made for designing interventions to facilitate peer-directed communication.

The social and symbolic quality of autistic children's communication.

The developmental status of the communicatory behavior of 11 autistic children was assessed. Children were observed during free play sessions under two conditions: when teachers were present to direct the children's behavior and when teachers were absent and the children played among themselves. Mean changes in the children's communicatory behavior were measured over time (8 months) using the behavior scale designed for this study. The relationship between the developmental status of the children's communicatory behavior and standardized measures of their social and cognitive functioning (e.g., IQ, Vineland Social Age) was also assessed. The results revealed that the quantity and social quality of autistic children's communicatory behavior were greater in the teachers' presence than in their absence and that the symbolic and social quality of the children's communicatory behavior increased over 8 months. Also, positive correlations were found between social and symbolic levels of communication and standardized tests of social and cognitive functioning. The implications of these findings for the assessment of autistic children are discussed.