Communication Behavior Of Children Research Articles

IISCA를 활용한 기능적 의사소통 훈련이 자폐성장애 아동의 공격행동과 의사소통 행동에 미치는 효과*

The purpose of this study was to investigate the effects of functional communication training (FCT) using Interview-informed Synthesized Contingency Analysis (IISCA) on the aggressive behavior and functional communication behavior of children with autism spectrum disorder (ASD). The functions of aggressive behavior in two children with ASD were analyzed using IISCA, and functional communication training was implemented using a multiple baseline design across subjects. The study was conducted over a total of 26 sessions, divided into four phases: functional analysis, baseline measurement, intervention, and maintenance. To enhance the effectiveness of the intervention, prompting was provided using a most-to-least strategy. The results of the analysis indicated that, compared to the baseline, both children exhibited a significant reduction in aggressive behavior and a significant increase in functional communication behavior during both the intervention and maintenance phases. The findings of this study suggest that functional communication training using IISCA is effective in reducing and maintaining reductions in aggressive behavior, as well as in increasing and maintaining functional communication behavior. This study is significant in that it demonstrates the effectiveness of behavioral interventions using IISCA, thereby highlighting the potential for introducing a new method of functional analysis.

Dampak Permainan Game Online Terhadap Perilaku Komunikasi Anak Di Lingkungan Keluarga Pada Desa Pulau Tujuh, Kecamatan Pamenang Barat, Kabupaten Merangin

research aims to analyze the impact of playing online games on children's communication behavior in the family environment in Pulau Tujuh Village, West Pamenang District, Merangin Regency, Jambi Province. The theory used in this research is George Gerbner's Cultivation Theory which states that media, including online games, can shape individual perceptions and behavior in the long term. The research method used is a quantitative method with a survey approach. The population in this study were all children in Pulau Tujuh Village who actively played online games. Sampling was carried out using a stratified random sampling technique to ensure proportional representation of various age and gender groups. Data was collected through questionnaires distributed to 84 child respondents. The research results show that playing online games has a significant impact on children's communication behavior in the family environment. Children who often play online games tend to show more closed communication behavior, are less interactive with family members, and spend more time in front of the screen than interacting directly. In addition, it was found that the intensity of playing online games was closely related to a decrease in the frequency of verbal and non-verbal communication between children and parents.

Perilaku Komunikasi Anak Usia Pra-sekolah Dalam Menonton Video Animasi Youtube Pada Perkembangan Mental Emosional

This study discusses preschool children's communication behavior while watching YouTube animated videos and its impact on mental-emotional development. The study focused on children at RA AT-Taqwa Cianjur. The formulation of the problem is how preschool children's communication behavior when watching YouTube animated videos and how this affects their mental-emotional development. The study identified several research questions: (1), what are the communication behaviors of preschool children while watching YouTube animated videos? (2), what forms of verbal and nonverbal communication behaviors are seen in these children? (3), how do parents supervise children's viewing of YouTube animated videos? The purpose of this study is to find out how preschool children's communication behavior affects their mental-emotional development, identify the forms of communication behavior that emerge, and look at parents' supervision of children's viewing on YouTube. This research used a qualitative method with a case study approach. The results revealed that YouTube animated videos can affect the communication behavior of preschool children at RA AT-Taqwa Cianjur.

The Research on the Predicting the Phenomenon of Intervention in Communication Skills for Children with Autism Using New Media - An Example of Yuudee IPad Application

Due to functional communication difficulties, children with autism are unable to freely communicate their needs and respond to social interactions. It has been demonstrated that the learning of communication skills alleviates the challenges caused by communication impairments. With the use of Augmentative Alternative Communication technologies, it is yet unknown how to develop the communication abilities of children with autism more successfully. During the preparatory phase of this research, a literature search was undertaken to build a instructional teaching plan by integrating the characteristics of the iPad application and the Picture Exchange Communication System teaching process. In the experimental phase, a cross-behavioral multi-baseline design was utilized to empirically demonstrate the communication behaviors pertaining primarily to expressing needs and addressing problems in a single subject. There was an increase in the number of subjectsautonomous declarations of needs and responses to questions after the intervention. The maintenance impact of the intervention was greater for the former than for the latter. The number of independent replies to questions was more than the number of needs expressed. Based on the study's findings and the subject's performance in the intervention training, the iPad application Yuudee is beneficial for enhancing the communication behaviors of children with autism, and the instructional use should be tailored to the subject's individual circumstances to develop specific instructional programs. The creation of appropriate application software should adhere to the cognitive rules of children with autism, from simple to complex, with treatments at each developmental stage.

전의도적 의사소통 단계의 뇌성마비 자녀의 의사소통 발달을 위한 AAC 부모교육 효과

Background and Objectives: In people with cerebral palsy in the pre-intentional stage, parents are the main communication partners and they need to understand the communication characteristics of their children and how to facilitate communication development with Augmenetaive and Alternative Communication(AAC). However, studies on AAC parental education for parents with children with cerebral palsy in the pre-intentional communication stage are limited. Therefore, this study aimed to conduct AAC parental education for parents with children with cerebral palsy in the pre-intentional communication stage and to verify its effect on the parents’ and children’s communication behavior Method: Parental education was conducted for mothers of children with cerebral palsy in the pre-intentional communication stage, and the results were analyzed by conducting pre and post-test before and after education. Results: After AAC parental education, the post-test results of communication behavior of mothers and children with disabilities were higher than those of the pre-test. Conclusion: First, AAC parental education had a positive effect on mother’s communication behavior and helped to develop confidence in her interaction with the children. Second, the improvement of the mothers’s communication intervention skills facilitated the communication behavior of children with disabilities who are AAC users. Third, the contents of various parental education programs facilitated the active participation of mothers and increased educational satisfaction.

Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool children with ASD.

협력적 팀 접근을 통한 중심반응교수(PRT)가 자폐성장애 유아의 사회적 의사소통 행동에 미치는 영향

연구목적: 이 연구에서는 협력적 팀 접근을 통한 중심반응교수(PRT)가 자폐성 장애 유아의 사회적 의사소통 행동에 미치는 영향을 알아보았다. 연구방법: 연구대상은 자폐성 장애 유아 2명이었다. 연구 설계는 대상자간 중다 간헐 기초선 설계를 적용하였으며, 기초선, 중재, 유지, 일반화 순서로 진행하였다. 중재는 대상 유아가 다니고 있는 사설 치료실에서 실시하였다. 연구결과: 협력적 팀 접근을 통한 중심반응교수(PRT)가 자폐성장애 유아의 사회적 의사소통 행동 증가에 효과적인 것으로 나타났다. 중재의 효과는 중재가 종료된 후에도 유지 되었으며, 다른 대상과 상황에서도 중재 효과가 일반화 되었다. 이 연구의 결과는 자폐성장애 유아의 사회적 의사소통 행동을 증가시키기 위한 협력적 팀접근을 통한 중심반응교수(PRT)가 효과적임을 시사한다. 결론: 이 연구는 치료지원 현장에서 가장 쉽게 적용 가능한 협력적 팀 접근 형태로, 자페성장애 유아의 교육적 성취를 위해 센터 내 감각통합치료사와 언어치료사가 책임을 공유 하면서, 각자의 전문적 분야에서 교육적 효과를 극대화시키기 위한 협력적 팀 접근을 실시하였다는 데 의의가 있다.

Pola Komunikasi Keluarga Buruh Migran di Desan Pandan Wangi Kecamatan Jerowaru Kabupaten Lombok Timur

Migrant worker children left by one or both parents need to observe, the role of the missing father / mother in the family will certainly feel different compared to a complete family member of the family, children who live with fathers without mothers and children who live with you without father or child who lives with a grandmother without a mother and father we need to know. In this study consisted of three families of migrant workers left by both parents, abandoned by Father, and left by the mother in Pandan Wangi Village, Jerowaru District, East Lombok Regency. The purpose of this study was to find out how the communication patterns of migrant workers' families and children's communication behavior in the families of migrant workers in Pandan Wangi Village, Jerowaru District, East Lombok Regency. The research was conducted using a research method through a descriptive approach with qualitative data. The results of the research showed in the families of migrant workers left by one of their parents mother / father applying a family communication pattern that leads to unbalanced split patterns which are unequal separate relationships, where one person in the wife / husband's family dominates.

Prewerbalne zachowania komunikacyjne dzieci z zespołem Cri du Chat w ocenie rodziców

Cri du Chat syndrome (CdC) is a rare disease characterized, among others, by decreased muscle tone, microcephaly, and high palate; underdevelopment of the mandible, abnormal structure and laryngeal function (somatic symptoms) and disorders of psychomotor development and intellectual disability (psychomotor symptoms). These children have a varied level of functioning and most of them do not use verbal speech. Describing the problem of preverbal communication behaviors, the following elements were taken into account: the level of behavior in the primary communication, sensory, auditory communication, organization of behavior and signaling needs. The purpose of this article is to describe the pre-verbal behavior of children with Cri du Chat syndrome. The following questions were formulated: What is the level of pre-verbal communication (primary, sensory and auditory) of a child with CdC syndrome? What are the communicative behaviors of the child with the CdC team and at what level of organization? What is the level of signaling your needs by a child with CdC? The preverbal communication behavior of children with the Cri du Chat team presented in the article indicate that they are diverse, ranging from indicating the gesture of what they need, to vocalizing in order to provoke contact with another person. The behavior of the daughter / son indicated by the parents may constitute the basis for the teaching process of preverbal communication.

SPECIFIC FEATURES OF ALTERNATIVE COMMUNICATION WITH CHILDREN WITH SENSORY DISORDERS AND MULTIPLE DISABILITIES

The article is focused on the communication with children with special educational needs. The main topic is alternative communication with children with sensory disorders and multiple disabilities. It explores the phenomenon of communication, citing current definitions developed by a number of authors, which place the emphasis on different aspects of this complex and multilayered process, with a special focus on alternative communication with the groups of special needs children mentioned in the title.The issue is investigated from a special pedagogical and from a social perspective.The author is especially interested in the exploration of the multiple strata of communication (the universal, functional and specific levels). Apart from the different forms, contents, methods and means of communication (the last of which is most commonly discussed in Bulgaria), the article is focused primarily on the important methodological issues related to this topic.One of these basic questions of methodology is the attempt not to place at the center of this process its bi-directional nature, its algorithm or code (sign language, Braille writing system, etc.), but instead to focus on the personalities of those involved in the interaction, their initiative, relationship and goals manifested in different communication situations (mutual influence, emancipation and therapy). Particular emphasis is given to therapy, i.e. the way of influencing the communication behavior of children with sensory disorders and multiple disabilities. It is not viewed as a unilateral process (stimulus-response), but as an interactive one, based on mutual influence. The relationship between the communicators is of utmost significance.Communication is characterized by a number of specific features. Those can mostly be found in the specificity of the communication situations (for example the interactive situations in the following pairs of communicators: deaf – hard of hearing; deaf – deaf; deaf-blind – deaf, etc.), in the presence of an intermediary (for example a sign language interpreter) and above all in the personalities of the communicators. They change the quality of communication. It is for this reason, and not just because of the different means of communication, that this interaction is defined as “alternative”, or more precisely, it is an alternative to the communication of children without disabilities.Based on the analyzed information, the author formulates a number of inferences and recommendations. The main conclusion is the following:When discussing alternative communication with children with special educational needs, the focus should shift from the specific means of communication towards the equally socially important quality of the complex process of communication, which is centered on the personality of the handicapped child.

Development of Preverbal Communication Skills Scale for Children with Multiple Disabilities and Visual Impairment

Communication is crucial for any human being and the children with disabilities are no exception. Due to the number and combination of their disabilities and/or conditions, children with multiple disabilities and visual impairment (MDVI) have especially limitations of the ability to communicate the meaningful and functional way with their environment. In order to improve the communication skills of children with MDVI, it is very important to identify unique, individual communication behaviors of these children. Thus, the aim of this study was to develop a valid and reliable developmental assessment tool to evaluate preverbal communication skills of Turkish children with MDVI.Sequential explanatory mixed methods were used in the study. In the qualitative phase, semi-structured interviews were conducted with the mothers of 34 children suffering from MDVI to explore the preverbal communication behaviors of the children based on the daily observances of their mothers’ with a descriptive analysis being performed on the data. From the findings of the interviews and the literature review, Preverbal Communication Skills Scale for Children with Multiple Disabilities and Visual Impairment (PCSS-MDVI) and the scoring guide were developed. During the quantitative phase, 65 mothers of children with MDVI were given this scale in order to determine the validity and reliability of the scale. For the reliability analysis, 34 mothers of typically developing (TD) children age between 1 to 24 months old also were given the scale.The findings of the qualitative phase indicated that children with MDVI were communicating mostly with preverbal behaviors and the analysis on data from the quantitative phase with respect to item analysis, reliability and validity revealed that the scale is valid and reliable. The scale has 17 items and three subscales, which are; regulating behaviors, social interaction and joint attention. The majority of children with MDVI cannot communicate verbally and there is lack of studies and assessment tools for the purpose of effectively evaluate these children’s preverbal communicative behaviors in our country. Based on the analysis, the PCSS-MDVI has been demonstrated good preliminary psychometric properties and it can be used as an instrument to evaluate preverbal communication behaviors of children with MDVI. It is the preliminary study of the development of the scale. Thus, validation of the scale should be repeated with more participants and the data of the video observations of preverbal communication behaviors of children with MDVI should be added to the analysis.

The Effect of Creative Drama on Pre-teaching Skills and Social Communication Behaviors of Children with Autism

This research aims to evaluate the effectiveness of creative drama in education on pre-teaching skills and social communication behaviors of children with autism. The research is based on a 6-year-...

Early Differences in Pre-Intentional Communication Patterns between Children with Typical Development and Children with Complex Communication Needs

Although children with complex communication needs (CCN) may be identified during infancy, there is little information on systematic differences in social and communicative interaction patterns from typical expectations, particularly during the pre-intentional period. This article summarizes conclusions drawn from a research study (Cress et al., 2013) that contrasted pre-intentional communication behaviors in typically developing infants at 6–7 months with pre-intentional communication behaviors in children with CCN at an average of 20 months chronological age, and average 6–7 months receptive language age equivalence scores. Behaviors in both groups were analyzed from structured play video samples using coding from the Infant Social and Communication Behavior Scales (ISCBS), a prototype assessment of pre-intentional communication in infants (Cress, Olsen, Sabers, & Wetherby, 2012). Multiple differences emerged in communication patterns between these two groups at similar points in receptive language development that indicate very early divergence of social and communication patterns demonstrated by young children with CCN from typical expectations.

Humanoid Robot NAO Interacting with Autistic Children of Moderately Impaired Intelligence to Augment Communication Skills

This report presents the findings from our pilot study on the initial behavior of autistic children of moderately impaired intelligence when exposed to simple human-robot interaction (HRI) modules executed by a humanoid robot NAO. All 5 children have been specifically assessed using the Autism Diagnostic Observation Schedule (ADOS) and their diagnosis is classified as autistic disorder. We hypothesize that NAO's human-like appearance, its capability to blink its eyes, speak and play music; coupled with the simplicity of the HRI modules will be able to entice the children's interest to engage in communication. Hence, this would significantly reduce the children's autistic characteristics in communication behavior compared to the usual class setting. In this study, the principal result shows that 4 out of the 5 children exhibited a decrease of autistic behavior (in communication subscale) when the robot is executing HRI modules during the single session of child-robot interaction. This promising outcome indicates that the NAO robot were able to attract the children's attention, keep each child engaged with the robot during interaction and hence give positive impact to the children's communication behavior. Relating this to the children's FSIQ, it can be deducted that autistic children with FSIQ of moderately impaired (from 40-54) are receptive to robot-based intervention. This is again showed by the lower autistic traits observed during the HRI modules compared to in-class setting. Overall, this research suggests that autistic children of moderately impaired intelligence show good response to robot-based intervention. This finding is crucial to form a solid foundation and proof on the positive utilization of the humanoid robot NAO for the children affected by autism.

Facilitating prelinguistic communication skills in young children with developmental delay.

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child's use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child's communication behavior.

Speech and Language Correlates of Adults' Judgments of Children

This two-part study explored the influence that a preschool-aged child's communication behavior has on the impression he or she makes on adults. First, the semantic differential technique was used to reveal the dimensions that describe the adults' judgments of these children. Four adult judges listened to 140 2-min samples of children conversing with an adult and rated the children on 24 bipolar adjective scales. Factor analysis of the ratings produced a three-dimensional structure (Dynamism, Maturity, and Appeal) that accounted for 80% of the total variance in the judgement data. Next, the association between six selected speech and language behaviors and the judgements on each of these dimensions were examined. Rate of speech, fluency of speech, participation in the conversation, complexity of sentences, and grammaticality of utterances were not highly correlated with adults' impressions. However, level of phonological accuracy did correlate with adults' perceptions of degree of maturity.

A Comparison of Three Methods of Training Communication Skills: Social Conflict, Modeling, and Conflict-Modeling

LEFEBVRE-PINARD, MONIQUE, and REID, Luc. A Comparison of Three Methods of Training Communication Skills: Social Conflict, Modeling, and Conflict-Modeling. CHILD DEVELOPMENT, 1980, 51, 179-187. 3 methods for training communication skills, differing only in the degree of overt activity required from the subject, were devised to correct specific deficiencies in children's communication behavior. 40 children (mean age 6-8) were randomly assigned to 1 of 5 treatments. In group 1 (social conflict) the subject participated actively as speaker and listener in social interaction with an adult providing feedback. In group 2 (modeling) the subject observed the entire interaction of the group 1 subject with whom he was matched. In group 3 (conflict-modeling) subjects received the same treatment as group 1 for half of the exercises, and as group 2 for the other half. Group 4 (no feedback) received the same treatment as group 1, but without feedback. Group 5 (control) received no training. Subjects were given a pretest and immediate and delayed posttests comprised of a referential communication task and a role-taking task in a communication context. Posttest evaluations revealed significant improvement for only the 4 groups exposed to training exercises. However, the performances of groups 1, 2, and 3 were equivalent and superior to that of group 4. Results are discussed in terms of the impact of training exercises, feedback, and overt activity on the generalization and stability of the induced learning.

Interaction process analysis of mothers with their newborn infants

The analysis of early interactions between the newborn infant and his mother has been conducted by putting an emphasis on their components, their rhythm and their development in time. Ten films, involving observation of eye to eye contact sequences with 42 mother‐child couples, were analyzed. An analysis method has been adopted, in which a parallel between the child's communication behavior, essentially his visual activity, and the mother's communication behavior, is constantly drawn. 7 headings permit to analyze the mother's activities directed toward the child. The extreme variability of interaction patterns during the first week of life has been shown clearly. Specific contact modes seem to be favored by some mothers, while for others, all communication modalities are always present and are building on one another in true’ “chain” interactions. The mother's role and the child's role have been commented upon, with particular emphasis on the activity of the child, who is capable, through his gaze, to initiate communication channels in the mother.