Children's Social Skills Research Articles

Effectiveness of Virtual Reality Technology Interventions in Improving the Social Skills of Children and Adolescents With Autism: Systematic Review.

Virtual reality (VR) technology has shown significant potential in improving the social skills of children and adolescents with autism spectrum disorder (ASD). This study aimed to systematically review the evidence supporting the effectiveness of VR technology in improving the social skills of children and adolescents with ASD. The search for eligible studies encompassed 4 databases: PubMed, Web of Science, IEEE, and Scopus. Two (XY and JW) researchers independently assessed the extracted studies according to predefined criteria for inclusion and exclusion. These researchers also independently extracted information regarding gathered data on the sources, samples, measurement methods, primary results, and data related to the main results of the studies that met the inclusion criteria. The quality of the studies was further evaluated using the Physiotherapy Evidence Database scale. This review analyzed 14 studies on using VR technology interventions to improve social skills in children and adolescents with ASD. Our findings indicate that VR interventions have a positive effect on improving social skills in children and adolescents with ASD. Compared with individuals with low-functioning autism (LFA), those with high-functioning autism (HFA) benefited more from the intervention. The duration and frequency of the intervention may also influence its effectiveness. In addition, immersive VR is more suitable for training complex skills in individuals with HFA. At the same time, nonimmersive VR stands out in terms of lower cost and flexibility, making it more appropriate for basic skill interventions for people with LFA. Finally, while VR technology positively enhances social skills, some studies have reported potential adverse side effects. According to the quality assessment using the Physiotherapy Evidence Database scale, of the 14 studies, 6 (43%) were classified as high quality, 4 (29%) as moderate quality, and 4 (29%) as low quality. This systematic review found that VR technology interventions positively impact social skills in children and adolescents with ASD, with particularly significant effects on the enhancement of complex social skills in individuals with HFA. For children and adolescents with LFA, progress was mainly observed in basic skills. Immersive VR interventions are more suitable for the development of complex skills. At the same time, nonimmersive VR, due to its lower cost and greater flexibility, also holds potential for application in specific contexts. However, the use of VR technology may lead to side effects such as dizziness, eye fatigue, and sensory overload, particularly in immersive settings. These potential issues should be carefully addressed in intervention designs to ensure user comfort and safety. Future research should focus on optimizing individualized interventions and further exploring the long-term effects of VR interventions. International Platform of Registered Systematic Review and Meta-analysis Protocols INPLASY202420079U1; https://inplasy.com/inplasy-2024-2-0079/.

Examining Virtual Reality Interventions for Social Skills in Children with Autism Spectrum Disorder: A Systematic Review.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is characterized by limitations in social communication and interaction, self-repetitive behaviors, and the presence of limited interests. The prevalence of ASD, which typically emerges in the first years of life, is increasing at an alarming rate due to multiple factors, including the broadening of diagnostic criteria, heightened public awareness, and more frequent diagnoses among women and adults. Over the years, experts have invested considerable time and effort in developing educational scenarios for children with ASD. However, they have faced challenges replicating certain scenarios-such as emergencies, crowded public transportation, or restaurant environments-because recreating these exact conditions in real-world settings is difficult or cost-prohibitive. This has consequently compelled experts to seek out supplementary intervention methods that are more suitable and accessible. Virtual reality (VR), which has the capacity to integrate the physical and virtual realms, represents one such alternative intervention method. In this study, a systematic review of studies employing VR technology in social skills interventions for individuals with ASD was conducted, and 31 studies were included. The findings indicate the potential benefits of VR applications focusing on the social skills of individuals with ASD. Additionally, this research elucidates the limitations of the studies and offers suggestions for future research.

Strategies for Working with Students with ADHD in Physical Education. A Literature Review

Physical Education (PE) provides an essential platform for students with Attention Deficit Hyperactivity Disorder (ADHD) to develop physical, social, and cognitive skills. However, the unique characteristics of ADHD, such as inattention, hyperactivity, and impulsivity, pose challenges for PE teachers. This study aims to review effective strategies that PE teachers can employ to enhance the learning experience for students with ADHD since it is extremely important to highlight the individual cognitive, motor, and social skills of children and young people. Key strategies include the implementation of structured and predictable routines, which help reduce anxiety and increase focus. Additionally, incorporating short, varied activities can cater to the limited attention spans typical of students with ADHD, keeping them engaged and motivated. Individualized instruction is critical, utilizing clear, concise instructions and frequent positive reinforcement to encourage desired behaviors. Breaks and physical activities interspersed with teaching can help manage hyperactivity and improve concentration. The use of visual aids and hands-on demonstrations can cater to diverse learning styles and enhance understanding. Moreover, collaboration with special education professionals and regular communication with parents can provide insights into each student's needs and progress, allowing for tailored interventions. Creating a supportive and inclusive environment is paramount, fostering peer relationships and minimizing stigmatization. These strategies collectively contribute to an effective PE program that accommodates the needs of students with ADHD, promoting their physical health, social development, and academic success. Through understanding and adaptation, PE teachers can make a significant positive impact on the educational experiences of students with ADHD.

Paternal depression at kindergarten entry and teacher-reported behavior at age 9.

The study investigated associations between paternal depression when children were age 5 and teacher-reported behavioral problems at age 9. 1,422 children in a U.S. cohort study of mostly non-marital births were studied. Data collection, which is ongoing, began in 1998-2000. Behavioral outcomes were measured in 2009-2010, when the children transitioned to middle school. Analysis was conducted in 2023-2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 standard deviation (SD) above mean) or low (≥1 SD below mean) scores were estimated. Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR 1.36; 95% CI: 1.02-1.82), 37% higher hyperactive score (IRR: 1.37; 95% CI: 1.11-1.69) and 25% higher ADHD score (IRR: 1.25; 95% CI: 1.08-1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78-1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.

Exploring the application of AI in the education of children with autism: a public health perspective

IntroductionAutism Spectrum Disorder (ASD) presents significant challenges in social communication and interaction, critically impacting the lives of children with ASD. Traditional interventions, such as Applied Behavior Analysis (ABA) and Social Skills Training (SST), have been widely used to address social skill deficits in these children. While these methods are effective, they often require substantial resources, long-term engagement, and specialized expertise, which limit their accessibility and adaptability to diverse social contexts. Recent advancements in artificial intelligence (Al), particularly Transformer-based models, offer a novel opportunity to enhance and personalize social skills training.MethodsThis study introduces a Public Health-Driven Transformer (PHDT) model specifically designed to improve social skills in children with ASD. By integrating public health principles with state-of-the-art Al methodologies, the PHDT model creates interventions that are adaptable, accessible, and sensitive to individual needs. Leveraging multi-modal data inputs-such as text, audio, and facialcues-PHDT provides real-time social context interpretation and adaptive feedback, enabling a more naturalistic and engaging learning experience.Results and discussionExperimental results reveal that PHDT significantly outperforms traditional methods in fostering engagement, retention, and social skill acquisition. These findings highlight PHDT's potential to improve social competencies in children with ASD and to revolutionize access to specialized support within public health frameworks. This work underscores the transformative impact of Al-driven, public health-oriented interventions in promoting equitable access to essential developmental resources and enhancing the quality of life for children with ASD.

Prediction of hearing impairment by indirect hyperbilirubinemia in neonates

Background: Hearing is a special sense and one of the most important components of communication. The ability to communicate and acquiring skills largely depends on the ability of hearing. Hearing impairment can have a substantial influence on a child's speaking ability, language development and social skills. Early detection and timely initiation of treatment for childhood hearing loss is very crucial as inadequate auditory input during first few years of life irreversibly delays the language skills for communication and reading. This study aimed to predict the frequency of hearing impairment in neonates with indirect hyperbilirubinemia. Methods: This was a cross-sectional study conducted at the Neonatal intensive care unit (NICU) and Special care neonatal unit (SCANU) of Bangladesh Shishu Hospital and Institute, Dhaka, Bangladesh during the period from January 2020 to December 2021. In this study, we included 85 hospitalized neonates with hyperbilirubinemia based on the selection criteria. Results: The mean age of the patients was 5.6 (±1.6) days. Pre-term babies were 63.5% and 36.5% were termed babies. Among all patients, 49.4% and 43.5% of patients had indirect bilirubin levels from 15 to<20 mg/dl & 20 to<25 mg/dl respectively. Among 11 hearing-impaired neonates, 3 (27.2%) had mild to moderate impairment, 6 (54.5%) had moderate to severe impairment and 2 (18.1%) had severe to profound hearing impairment. Sepsis, ototoxic drugs and indirect hyperbilirubinemia were independent predictors of hearing impairment. Conclusions: This study concluded that indirect hyperbilirubinemia of≥15 mg/dl in preterm and≥20 mg/dl in term neonates is an important predictor of hearing impairment in neonates.

Exploring the Effectiveness of Combining Social Skills Training and Two Parent Programs in Improving the Social Competence of Children with Attention-Deficit/Hyperactivity Disorder

Background/Objectives: The objective of the present study was to examine the extent of effectiveness of two parent programs to complement an intervention in social skills for children with attention-deficit/hyperactivity disorder (ADHD). Methods: Fifteen children with ADHD participated in a program to develop social skills, while their parents were randomly assigned to two parent training programs that had different formats: a Parenting School (N = 8) or a Parent Workshop (N = 7). There were no significant differences between parents of both groups in knowledge about ADHD, obedience to commands, or strategies for addressing desirable and undesirable behaviors. The pre- and post-intervention social cognition and social interaction of ADHD children were assessed using a SSRS-C questionnaire (Social Skills Rating System—Child Form) and a controlled chat room, which allowed for observing how children interact in a virtual environment. Results: Children showed significant improvements in social competencies, such as identifying social cues, generating appropriate responses, and reducing hostile responses, with large effect sizes, following the social skills intervention. Comparing the two parent training programs, the Parent Workshop program demonstrated significant improvements in social cue detection and conversation memory, with more children achieving reliable changes in these variables than in the Parenting School program. Conclusions: Finally, the reliable change indices for children showed that the Parent Workshop demonstrated improvements in more than half of the subjects across all analyzed variables. Study limitations, implications for research and practice are discussed.

The Effects of Parenting Styles on Children's Emotional and Social Skill Development: The Mediating Role of Emotion Regulation Skills

Children's emotional and social skill development plays a crucial role in their social adjustment and mental health. Studies show that parenting style strongly influences this process, not only directly on the child's behaviour, but also indirectly on their emotional and social skills through emotion regulation. In recent years, scholars have increasingly focused on the mediating role of emotion regulation in parenting styles and children's social skill development, in an attempt to further reveal how parenting styles facilitate or hinder the formation and development of children's social skills by influencing emotion regulation. Therefore, with a particular focus on the mediating role of emotion regulation skills, this study will examine the effects of parenting styles on the development of children's emotional and social skills. Analyzing the effects of various parenting styles on emotion regulation can deepen our understanding of how effective parenting strategies can promote the healthy development of children's emotional and social skills. The study found that authoritative parenting, characterized by warmth and support, positively influenced children's emotional and social skills by enhancing their emotion regulation abilities. On the other hand, authoritarian and neglectful parenting styles were linked to poorer emotion regulation, hindering the development of children's social skills.

Social Life and Communication Skills of School-Age Children with Congenital Hearing Loss Who Received Cochlear Implants at an Advanced Age.

Despite improved hearing, children who receive cochlear implants (CIs) at a later age encounter difficulties in adapting to society, exposing them to psychological and social risks. This study contributes to the conceptualisation of preventive interventions in schools to address potential issues so that these children can play a more active role in society. A total of 52 children (aged 3-12 years) who received CIs at 30 months of age were assessed using the Asahide-Shiki Social Adaptive skills test, which evaluates children's social skills on four domains: (A) language, (B) everyday life, (C) social life, (D) communication. Overall, the average score of children who receive CIs at a later age was lower than that of their hearing peers. Pre-school children obtained statistically lower scores in all skills. While this general lag in skill development was no longer observed in the lower grades of elementary school, the upper-grade school children presented lower scores than their hearing peers, although only those pertaining to everyday and social life skills were statistically significant. Accordingly, the average scores were distributed in an inverted V shape among age groups. These results suggest that children who receive CIs at a later age develop their social skills later than their peers with normal hearing in preschool, catch up to their peers in the 1st to 3rd grades, and then lag in the 4th to 6th grades. Accordingly, acquiring age-appropriate social skills in the upper grades remains a challenge for children who obtained CIs at the age of approximately 3, suggesting the need for intervention programs for school-age children even when they do not show significant language acquisition delays.

Analisis Peran Bermain dalam Perkembangan Kognitif Anak Usia Dini

This study aims to examine the role of play in supporting cognitive, language, and mathematical development in early childhood. Play, often considered a recreational activity, has a significant impact on developing various essential skills in children. This research uses a qualitative approach with a literature review, analyzing various sources regarding the effects of different types of play, such as role play, constructive play, and social cognitive play, on children's development. The main findings show that role play enhances language competence, while constructive play and social cognitive play contribute to the development of children's mathematical and logical skills. This study emphasizes that various types of play can enrich children's learning experiences, supporting their cognitive and social development. The results of this study affirm that play is crucial for the cognitive, language, and mathematical development of young children. Various types of play, such as constructive (puzzle building), social cognitive (cooperation), and role play (pretend play), significantly support children's thinking, learning, motor, social, and language skills.

The impact of pandemic on preschool education

The pandemic has profoundly impacted early childhood education, disrupting traditional models and accelerating online learning. This paper examines the impact of the pandemic on children's mental health, social skills, and learning outcomes, highlighting challenges of educational inequity such as unequal resource distribution and the increased family education burdens. It reviews practical responses, including mixed teaching models, enhanced parental involvement, and shared educational resources. The study proposes policy recommendations to promote digital equity, strengthen teachers' digital skills, and provide psychological support for children and families, emphasizing that while pandemic posed significant challenges, it also fostered innovation in education.

Resilience factors counteract intergenerational risk for adolescent maladjustment related to family mental health history and childhood adversity.

Intergenerational risk within families, stemming from familial history of mental health problems and encompassing exposure to childhood adversity, poses challenges to adolescent adjustment. However, it is important to recognize that negative developmental outcomes associated with intergenerational risk are not inevitable. To better understand resilience in this context, there is a need for studies that systematically compare different models of resilience. Further, few studies have estimated what level of adjustment should be expected for youth with high intergenerational risk but also a diverse set of strengths and competencies. Here, an intergenerational risk pathway and compensatory and protective resilience models were evaluated in the Future of Families and Child Wellbeing Study (N = 4,897, 52% female, 49% non-Hispanic Black at the age 15 assessment). The link between history of mental health problems in maternal grandparents and adolescent maladjustment (depressive symptoms, substance use, delinquent behavior, and troubles at school) was serially mediated through maternal mental health problems and its association with children's exposure to adversity. Data-driven trajectory analyses identified participants characterized by increased exposure to multiple types of adversity across childhood. Chronic exposure to multiple adversities, in turn, predicted increased adolescent maladjustment. Yet, resilience factors, including childhood social skills, perseverance, and connectedness at school, effectively offset intergenerational risks. Adolescents with high intergenerational risk who experienced high levels of these childhood assets demonstrated adjustment that was comparable to their average-risk and low-risk peers. These findings advance our understanding of pathways of intergenerational risk and provide new evidence for a compensatory model over a protective model of resilience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Walking meetings in a modern institution of preschool education

In the article, the author examines the actual problem of the influence of distance learning on preschool children in Ukraine, especially in the conditions of modern social and political challenges. It is noted that the isolation caused by distance education has a negative impact on the development of children's social and communication skills, because they lack live communication with peers and teachers. The author emphasizes the importance of implementing innovative pedagogical approaches, among which walking meetings occupy a key place. They help compensate for the lack of physical activity and socialization during distance learning. Walking meetings are based on the pedagogical concepts of such outstanding educational scientists as V. Sukhomlynskyi, J. Dewey, R. Steiner, L. Berezivska, O. Petrenko, who emphasized the importance of contact with nature for the comprehensive development of a child. Interaction with the natural environment contributes not only to physical health, but also to the development of cognitive processes, social skills, and emotional stability. Thus, walking meetings in the conditions of distance education for preschool children become an important component of the educational process, as they not only support their physical activity, but also contribute to harmonious development, compensating for the lack of communication. In addition, walking meetings have an important socio-pedagogical role, as they contribute to the formation of partnership relations between teachers and parents. This interaction makes it possible to create a more effective model of education that meets the modern challenges and needs of children. Creating such learning and upbringing conditions that take into account both academic requirements and emotional needs of children is critically important for their harmonious development in the modern world. This approach avoids overload and stress while maintaining a healthy balance between learning and emotional well-being. Integrating walking meetings and other innovative methods into the learning process helps children develop important social and communication skills while maintaining their physical and mental balance. This creates a favorable educational environment where the child can feel protected, supported and motivated to learn, which contributes to his holistic development.

The Impact of an Agro-Healing Program on Family Resilience, Parental Stress, and Social Skills of Children with Developmental Disabilities

The Impact of an Agro-Healing Program on Family Resilience, Parental Stress, and Social Skills of Children with Developmental Disabilities

The Impact of Traditional Children's Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design.

Traditional games are essential for children's social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children's games on internet use, social skills, and stress levels. A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study (n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8-11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel-Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. The children's mean age was 11.58 (SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p = .014). The social skills were significantly associated with daily internet use time (β = 0.164, p = .003), playing traditional games (β = 0.155, p = .008), and frequency of gaming per week (β = 0.123, p = .035). The stress levels were associated with gender (β = 0.120, p = .033) and academic level (β = 0.111, p = .048). Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children.

Early Years Practitioners' and Public Health Consultants' Perspectives on the Use of Interactive Electronic Devices in Young Children: A Qualitative Study.

Interactive electronic devices (IEDs) are ubiquitous in young children's lives. However, research on their impact on learning and development is still limited. The aim of this study was to understand the perspectives of early years practitioners (EYPs) and public health consultants (PHCs) on the use of IEDs in children aged 3-5. Using purposive sampling techniques, we recruited four EYPs and two PHCs from children's nurseries and a government organisation in the northwest of England. Semi-structured interviews were used to collect data, which were audio-recorded, transcribed verbatim and anonymised. Data were analysed using reflective thematic analysis. EYPs and PHCs noted that although IEDs could negatively impact child development and behaviour, they could also aid in learning. EYPs expressed concerns about the impact of parents' own IED habits on children's communication and social skills. On the other hand, PHCs stressed that substituting outdoor play with the use of these devices could affect children's social and physical skills and reduce physical activity levels, which are crucial for development. Finally, both EYPs and PHCs agreed that there was a need to improve parents' and EYP's knowledge and to develop interactive interventions to promote an understanding of how IEDs should be used with young children. EYPs and PHCs acknowledge the potential advantages of using IEDs as a teaching tool for children. However, they have concerns about the long-term effects on communication, social and physical skills and how children are impacted by their parents' use of these devices. To support policy statements, future research should offer further evidence of the benefits and harms of IED use.

The relationship component of a speech therapist with a child with developmental disabilities as a necessary component in pedagogical activity

This article analyzes the role and importance of the communication component of a speech therapist with children with developmental disabilities in pedagogical activity. In the field of speech therapy, establishing effective communication with children with developmental disabilities is of great importance in supporting their speech and language development. The components of a speech therapist's communication - verbal and non-verbal methods, emotional support and individual approaches - are the main tools in the development of children's speech and social skills. In pedagogical activity, especially the correct and effective organization of communication leads to noticeable positive results in the development of the child. This work provides detailed information about the role of a speech therapist in communication, his role in speech development and approaches to children.

Boosting Linguistic and Social Skills in Children with Autism: The Impact of the ‘Echoes & Parent-Partnered Actions’ Therapy Programme

This study explores the efficacy of the ‘Echoes & Parent-Partnered Actions’ therapy programme in enhancing the linguistic and social competence of children diagnosed with autism spectrum disorder (ASD). By addressing significant challenges in language acquisition, social communication, and ASD-related behaviours, this research fills a crucial gap in effective, tailored language therapy interventions. The methodology employed a quasi-experimental design with pre-test and post-test measures to evaluate progress. Six participants with mild to moderate ASD were purposively selected based on specific criteria and engaged as a single experimental group in a ten-week intervention using the ‘Echoes & Parent-Partnered Actions’ programme. The results revealed substantial improvements in language comprehension, expressive abilities and social communication skills, as indicated by the post-test scores. These findings underscore the potential of the ‘Echoes & Parent-Partnered Actions’ programme as a valuable tool in language therapy for children with ASD. The study concludes by recommending the integration of this programme into educational and therapeutic settings and calling for further research to explore its long-term efficacy.

Enhancing Social Skills in Children with Autism through a User-Centered Digital Art Therapy Tool

Social skill deficits are a core challenge for children with autism spectrum disorder (ASD) in China. Digital art therapy tools offer a promising approach to enhance social skills, but often lack a user-centered design that considers the unique needs and preferences of this population. This paper proposes a user-centered digital art therapy tool designed to facilitate social interaction and communication among children with ASD in China. The proposed tool incorporates collaborative drawing activities, a reward system, and a customizable user interface based on insights from user research with children, parents, and therapists. A hypothetical 4-week intervention plan is presented to evaluate the tool’s effectiveness in enhancing social initiation, response, and engagement. The expected findings aim to contribute to the growing body of research on digital interventions for children with ASD and inform the design of culturally appropriate and accessible tools. The paper discusses the potential implications, limitations, and future directions for research and practice in the field of digital art therapy for children with ASD in China.

Parent–child emotional availability, children's early emotional reflectivity skills, and social behavior in kindergarten

AbstractObjectiveThe study aims to explore a complex and multilayered dynamic, in which relationships within the family are associated with the child's relationships outside the family through the child's reflectivity.BackgroundAttachment theory posits that the mother's emotional availability toward her child influences the child's ability to understand and verbalize their own and others' feelings and that this ability is a strong predictor of children's social behavior. This remains relatively understudied during the kindergarten years.MethodThe sample included 146 kindergarten children (81 boys; mean age = 66.84 months). During a home visit, the mother–child dyad was filmed to assess emotional availability, and a researcher interviewed the child (through a storytelling procedure) to assess the child's reflectivity. Additionally, the child's main kindergarten teacher completed questionnaires reporting on the children's verbal abilities and social skills.ResultsWe found clear support for connections between the mother–child relationship quality, children's emotional reflectivity capabilities, and children's social behavior in kindergarten.ConclusionsThe findings highlight the importance of relationships within the family context and their contribution to children's early emotional skills and social behavior.ImplicationsThe study sheds light on children's emotional reflectivity and its associations with the parent–child relationship quality and kindergarten children's social skills. These associations can lead to more informed intervention programs and to emphasizing the advantages of using storytelling techniques to better understand children's emotional capacities.