Children's Social Interactions Research Articles

414 Behaviors and Quality of Life in Children with Neurodevelopmental Disorders Undergoing Refractive Surgery

OBJECTIVES/GOALS: The goal of this project is to characterize the adaptive and social behaviors of ametropic children with neurodevelopmental disorders (NDD) including Autism Spectrum Disorder (ASD) undergoing refractive surgery due to spectacle intolerance. Eye-related quality of life and visual behaviors will also be measured. METHODS/STUDY POPULATION: This is an ongoing prospective cohort study of children with NDD who are spectacle-intolerant and undergoing refractive surgery at St. Louis Childrens Hospital starting July 2020. The method of refractive surgery (photorefractive keratectomy (PRK), phakic intraocular lens implantation (phIOL), and refractive lens exchange (RLx)) is chosen based on degree and type of refractive error, astigmatism, and characteristics of the cornea and anterior chamber. Behaviors are characterized using the Adaptive Behavioral Assessment System, 3rd edition (ABAS-3) and Social Responsiveness Scale, 2nd edition (SRS-2), completed by parents/caregivers. Eye-related quality of life is measured using the pediatric Eye Questionnaire (PedEyeQ). Visual behaviors are assessed with optokinetic nystagmus tracking. RESULTS/ANTICIPATED RESULTS: In a preliminary sample of 9 patients, 4 have undergone PRK, 3 phIOL, and 2 are awaiting surgery. Pre-surgical SRS-2 scores had a median t-score of 70 (range 57 to 90), indicating a clinically significant deficiency in reciprocal social behaviors as this score is consistent with moderately severe ASD. Pre-surgical ABAS-3 scores had a median General Adaptive Composite (GAC) of 51 (range 48 to 74.5). This corresponds to a percentile of 0.100 (range <0.1 to 19th percentile for age). As rated by the Parental PedEyeQ, the domains most affected were “Parent Worry About Childs Eye Condition” (median 42.0, range 15.0 to 80.0) and “Parent Worry About Functional Vision” (median 18.8, range 3.2 to 68.7), where 0 represents the worst quality of life or functional vision and 100 the best. DISCUSSION/SIGNIFICANCE: Prior research has shown that refractive surgery can improve observed visual awareness, attentiveness, or social interactions in children with NDD. This is the first study to characterize the baseline adaptive/social behaviors and quality of life using validated surveys, with the goal of subsequently identifying patients most likely to benefit.

Pengaruh Pembelajaran Blended Learning Terhadap Motivasi Belajar Anak Di Sanggar Pelita

Early adolescence is a period of many changes in children both physically and mentally. During this period, there were many changes in the interactions experienced by individuals and both their families and their social environment. Usually the child will begin to explore himself more which is usually done with his playmates, but on the other hand he will also begin to feel the need for privacy so that he likes to be alone from his family. In a pandemic situation like this, there is a slight shift in children's social interactions, smartphones are an inseparable part of their daily lives, and even become a necessity because they are needed in their education process at school. So that they can no longer be separated from the internet, smartphones and other related things because it has become a habit for them. In this case, the PKL (Field Work Practice) activities to increase children's learning requests that I do will take advantage of this situation through the blended-learning method, which is a learning method that combines online and offline learning using the casework method through several stages consisting of Engagement intake Contract, Assessment. Planning/planning. Evaluation and Termination of Interventions. The focus in this case is to increase children's interest and motivation in learning by utilizing technological advances which have become an inseparable part since the COVID-19 pandemic began.

Music therapy for children on the autism spectrum: Improved social interaction observed by multiple informants across different social contexts

ABSTRACT Introduction In a previously published multiple case study in which 10 children on the autism spectrum were offered the “Papageno Music Therapy Program” (PMTP), a favorable development was found with regard to social interaction. As an extension of our previous study, we investigate if the progress can also be observed in a larger group, and whether these developments are generalized to other situations. Method A non-experimental, pre-post measurement, multiple-informant design was used to monitor the development of these children in different social contexts. The observers were therapists, parents, family members and teachers. Forty children were observed over a 20-week period. Results The study shows an improvement in the social interaction of children on the autism spectrum and supports the findings of our previous 10 children multiple case study. The agreement between the different informants was high. The Reliable Change Index (RCI), which examined the results at an individual level, confirmed a positive improvement for more than 32 participants (RCI > 1.96). All the informants saw progress, so it seemed that the development was also generalized to other situations. Conclusion This study confirmed earlier research into the effects of PMTP on this group: Improvements in social interaction were visible during the course of the therapy. Informants observed this improvement not only within, but also outside the therapeutic setting. Overall, there were sufficient indications for PMTP having a positive effect on social behavior that warrant further evaluation through a controlled study.

The Effectiveness of Sports Programs in Improving the Social Interaction of Children with Down Syndrome

Paying attention to learners with special needs is essential to achieving the principle of equal educational opportunities for all. This study is aimed at determining the effectiveness of sports programs in improving the social interaction of children with Down syndrome. The sample consisted of 12 children with Down syndrome. Their ages ranged from 8 to 14 years, and their IQ ranged from 50 to 70. They were from Al Najashi School in Al Hofuf, Al Hasa. The children were asked questions to gain preliminary data about children with Down syndrome. A scale was used to measure and assess their social interaction, and the efficacy of the sports programs in their social interaction was obtained. The results show that there are differences in the social interaction of group members in the test conducted before participation in the program (pre-test) as compared to the test conducted after participation in the program (post-test). There are also statistically significant differences among the experimental and control groups in their social interaction, in favor of the experimental group. There were no differences in the social interaction in the experimental group between the post- and follow-up tests. This shows the effectiveness of sports programs in improving social interaction in children with Down syndrome, as well as the continuing effectiveness in improving social interaction for these children during the follow-up period. The study recommends that sports programs be used to improve social interaction skills in children with Down syndrome.

Study of computerized cognitive training technique for treatment of children with attention deficit hyperactivity disorder

Background Attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed neurodevelopmental disorder of childhood that can profoundly affect the academic achievement, well-being, and social interactions of children. Different treatment modalities are used for the management of ADHD. Aim To determine the value of computerized cognitive training (CCT) programs in improving cognitive functions and core symptoms in ADHD children Patients and methods In this study, 60 school-aged children with ADHD were included for the purpose of establishing the effect of cognitive training sessions on the core symptoms of ADHD. Patients’ data were collected as follows: the age and sex of the patients, residence, parental consanguinity, family history, prenatal/perinatal history and data of general examination, and psychometric studies: ‘The diagnostic and statistical manual of mental disorder (DSM-V),’ ‘Conner’s Parent Rating Scale CPRS-93’ revised for assessment of the ADHD and associated comorbid disorders, and The Arabic version of ‘Stanford Binet intelligence test – 5th edition’ for assessment of intelligence quotient. Results A total number of 60 cases with ADHD who attended the Outpatient ADHD Clinic at AUCH were enrolled in the study. Among these, 66% were males, and the age variation was between 6 and 12 years among the three studied groups. All the children had an average intelligent quotient (IQ) more than or equal to 80. The mean intelligent quotient for the 60 studied children was 92.85±11.33. Pre-CCT assessment showed that there was no significant difference according to attention, concentration, hyperactivity, impulsivity, memory, and self-confidence between ADHD children of the three studied groups. There was significant improvement in comparison between the pre-CCT and post-CCT assessment among the three studied groups in regard to the core symptoms of ADHD, including attention and concentration (duration of attention and concentration, order of thinking, and learning from mistakes), hyperactivity (movement within chair, talking, and flight of ideas), topological memory (method of memorizing, recall), and reaction behavior (impulsivity and confidence). Conclusion From the present study, it was concluded that CCT training sessions are effective in improvement of ADHD core symptoms, including inattention hyperactivity, impulsivity, and memory deficits either with or without medical therapy. It results in improvement of confidence, duration and order of thinking, learning from mistakes, excessive movement, flight of ideas, and recall.

The Efficacy of the Ketogenic Diet in Improving Seizures and EEG Findings in Patients with Refractory Infantile Spasms.

Infantile spasm is an epileptic disorder of early childhood and infancy and is characterized by cluster epileptic spasms and abnormal EEG findings. Developmental delay is prevalent. Some studies have indicated the significant effect of the Ketogenic Diet (KD) on intractable spasms in children who are unresponsive to first-line treatments. It has been used successfully as a first-line treatment with fewer side effects than ACTH. This was an interventional study in which the effectiveness of KD over a six-month period was evaluated in patients with infantile spasms. Those who fulfilled the inclusion criteria and were willing to use the diet received free cans of the 4:1 ketogenic formula. The diet was prescribed based on the Johns Hopkins protocol in the outpatient setting. All patients used a full formula diet for one month. After a month, the patients were examined by a neurologist and a dietitian, and an EEG was obtained to compare pre- and post-KD findings. In order to compare pre- and post-KD seizures, the maximum number of seizures was multiplied by the longest duration of seizures. Ten patients were assessed for one month. Using the KD led to significant changes in seizures/clusters and EEG findings. Nine parents reported improvement in their children's social interactions after using the KD. Based on the findings of this study, the KD can control seizures in patients suffering from infantile spasms by reducing seizure frequency & duration and improving EEG findings.

The Effectiveness of Traditional Games on the Social Development of Elementary School Students in the Digital Age

In this digital era, the way children play has changed according to the times where children play modern games more often, thereby reducing children's social interactions. Therefore, the authors are interested in discussing the effectiveness of traditional games on the social development of children in this digital era. In this study, the authors used qualitative methods based on literature studies from various relevant sources, both books, and journals. By examining these sources which then the authors interpret in this paper. The results showed that traditional games can help children's social development. because a lot of value is social skills. In addition, traditional games can be an innovation in learning and extracurricular activities. Because traditional games have a lot of value in social skills. So that the task of developing elementary school-age children starting from social adjustment and social skills that must be developed through play can be achieved. Therefore, it can be stated that this traditional game is effective for the social development of elementary school students in this digital era. Besides that, cultural values in traditional games can also be preserved.

The effect of play therapy as a therapeutic communication on social interactions of Children with Special Needs

Therapeutic communication is one of the communications applied to Children with Special Needs (CSN), designed for therapy. This research is triggered by the number of Children with Special Needs who have not been accommodated to receive a complete education; this means Children with Special Needs have not been able to get an education because of various problems such as school places, parents inability, and the unwillingness of parents to let their children study which is influenced by social difficulties. Children with Special Needs typically feel scared, reluctant, hesitant, or unable to express themselves; these children are often excluded because they cannot communicate and socialize well, so that the impact is not good for the psychic, mental, social, and sensory of the children. This study aims to analyze the effect of empathy and warmth on associative and dissociative social processes. The research uses a study type with a quantitative approach with 50 people as samples. Data collection is carried out through primary data collection by using a questionnaire spread to several respondents and field observation to see the therapy used. The results showed that the empathy correlation coefficient value of the associative social process was 0.443 (strong enough), and the dissociative social process was 0.554 (strong enough). Meanwhile, the value of the warmth coefficient correlation to the associative social process was 0.850 (strong), and the dissociative social process was 0.880 (strong). Thus, the effect of play therapy as a therapeutic communication on social interaction is 0.428 (strong enough), while the achievement coefficient of determination is 0.283. The independent variables have an influence and contribute with a rate of 28.3% to the independent variable.

Parenting a child with Down syndrome: A qualitative study of everyday practices in Danish families.

Genetic counseling about Down syndrome is suggested to include information on a future family life. However, there is an insufficient knowledge on the potential impact of parenting a child with Down syndrome on parents' everyday practices. We aimed to address this gap by exploring the experienced everyday practices of parents in families where a child has Down syndrome. Taking a qualitative approach, we conducted semi-structured interviews with 25 parents of children with Down syndrome aged 4-12years. Using reflexive thematic analysis, we identified two themes concerned with the parents' practice. The first, 'Supporting our child', describes how the parents perceived their child as a valuable human being and how this perception founded parents' support of the child's development and social interactions. The second, 'Managing our family life', demonstrates how the parents acted to manage a family life that had become the 'new normal' including being alert toward the child, shaping the practical and logistical framework of daily life, and balancing between being at home and away from home. Overall, the analysis presents an everyday practice aimed at a desirable future for the child with Down syndrome and at a management of everyday life on the family's own terms. In conclusion, this study provides specific knowledge on parents' everyday practice, which may inform genetic counseling about Down syndrome and be of value to service providers.

MusT-In Therapy (Effect of Music Therapy and Interaction with Typically Developing Peers) for improving social interaction in children with severe autism spectrum disorder - Study protocol.

Background: Autism Spectrum Disorder (ASD) affects 1 out of every 54 children in the United States, impairing their social skills and independence. Current evidence from clinical trials and meta-analyses suggests that, individually, both music therapy and interaction with typically developing peers (TD) can improve social skills in children with ASD. However, there are no clearly defined parameters for the combined efficacy of these interventions and their long-term effects. Therefore, conducting new studies in this area is of utmost importance not only for the scientific community but also for children with ASD and their caregivers. Objective: To evaluate the effect of a new add-on therapy on improving social interaction skills in children with severe ASD –the MusT-In Therapy– which combines music therapy and interaction with TD peers. Methods: This is a phase II single-center, two-arm, parallel-group, randomized 1:1, assessor-blinded trial. 116 children with severe ASD (3-6 years old) will be assigned to either the standard of care or 30 weekly sessions of the MusT-In therapy plus standard of care. Improvement in social interaction will be assessed after 30 therapy sessions with the Vineland Scale 3rd edition as the primary outcome. Follow-up assessment of the outcome will be at 1 and 3 months after the intervention has finished. Discussion: Given the lack of robust evidence-based therapies for ASD, the development of new treatments is paramount. Children with severe ASD have been underrepresented in previous trials and parental burden increases with the severity of the spectrum. If our intervention proves to be effective it could be the basis of a new treatment option.

Peran Guru dalam Mengembangkan Interaksi Sosial Anak Autis di SDN Kunciran 07

The purpose of this study was to obtain information about the role of classroom teachers and special assistant teachers in dealing with students with autism disorders in elementary schools. As well as to describe the characteristics of children with autism and how the active role of parents and teachers in improving communication skills and social interaction of children with autism. This study used a qualitative approach with descriptive techniques. Data was collected using observation, interview, and documentation techniques. This research uses data analysis model of Miles and Huberman, where the researcher conducts data collection, data reduction, data presentation and data verification. Checking the validity of the data using data triangulation which is done by combining and comparing data from observations with data from interviews and documentation. The data obtained were analyzed by descriptive qualitative data analysis techniques and using triangulation techniques to check the validity of the data. The results of this study indicate that there is a significant relationship between the active role of parents and school teachers in improving children's communication and social interaction skills. What is very important given to children is the acceptance of parents towards children and the social support provided by parents and teachers in the environment around children. The conclusion of this study is that children with autism require very complex treatment and require the participation and active role of parents and teachers in many matters related to the development of communication and social interaction of children.

APLIKASI METODE SENTRA PADA PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER ANAK USIA DINI

APPLICATION OF THE CENTER METHOD IN THE LEARNING PROCESS OF ISLAMIC RELIGIOUS EDUCATION IN SHAPING EARLY CHILDHOOD CHARACTERSThe purpose of this study is to explore the impact of using the application of the center method in Islamic Religious Education learning on the formation of children's character. Fun parenting and education patterns for children can greatly contribute to shaping their character, so there needs to be efforts from education practitioners to find forms of learning that are in line with the development of today's children who live in the dimension of modernity. Sentra is an application that is oriented towards changing the morality, mental and intellectual of children for the better. The research method uses a qualitative approach, where data collection techniques use interview, observation, and documentation schemes. The research was carried out at Raudatul Athfal ABATA in the Karawang area of West Java. The collected data was then analyzed using a descriptive inductive analysis approach. The results of the study show that the learning process using seven central components 1) preparation, 2) beams, 3) art, 4) big roles, 5) natural materials, 6) body exercises, and 7) imtak, contributed significantly in strengthening cognitive aspects, psychomotor, and social interactions of children. In addition, the internalization of this method in the PAI learning process can bridge the formation of character towards religious students. The main key to the success of using this method is consistency of activity.

Case Study of Congklak Play Therapy for Children to Improve Social Interaction Due to Gadget Addiction

Objective: To see the effectiveness of congklak play therapy in increasing social interaction in children because of gadget addiction. Method: The research design used is a case study research method with a descriptive research type. The research subject used was a school-age child client with social interaction problems due to gadget addiction. Result: Subjectively, the client experiences an increase in interaction with the people around him and a decrease in the intensity of his use of gadgets. Clients can better control their emotions, and there is an increase in learning. Likewise, objectively, the client seems to be able to control his emotions and often interacts with the people around him. Conclusion: After doing research on An. M., the data obtained by the client's mother complains that the client rarely interacts with other people; the client often plays gadgets until he forgets the time; and when the gadget is taken, he often gets angry. The client's mother gets information from the client's school teacher that the client is less cooperative while studying at school. Based on the assessment, the diagnosis that emerged was social interaction disorder. The author conducted an intervention to overcome social interaction disturbances for four days. The intervention that the author has done is to provide congklak play therapy. After the intervention, the client's signs and symptoms of impaired social interaction diminished. The client has often interacted with people around him by using his gadget a little less.

Dampak Penggunaan Gadget pada Interaksi Sosial Anak Usia Dini

Gadget is an electronic device that has a special function on each device. It is important to understand the influence of gadgets, especially for parents, so that parents can limit their children's use of gadgets so that children's developmental abilities develop well and become active, intelligent, and interactive children with others. Excessive use of gadgets will be able to affect the lack of social interaction in children in the environment. Based on the description above, the formulation of the problem in this study can be determined, namely (1) How is the impact of gadget use on early childhood social interaction in Sendangagung Paciran Lamongan Village (2) What are the factors that influence the use of gadgets in early childhood. The purpose of this study is to find out how the impact of using gadgets on early childhood social interactions in Sendangagung Paciran Lamongan Village and to find out what are the factors that influence the use of gadgets in early childhood. In this study, researchers used descriptive qualitative research methods. Data collection procedures are interviews, observation and documentation. Checking the validity of the data carried out is triangulation. The results of this study indicate that the use of gadgets in early childhood has positive and negative impacts. The positive impact is making it easier for a child to obtain information and making children more creative through the available features, while the negative impacts include lack of interaction, decreased social skills, dependence. by gadgets. From these results, it is suggested that future researchers can develop other variables so that they will enrich scientific findings in the impact of gadget use on early childhood.

Investigating Young Children's Social Interactions During Digital Play.

In digital play, social interactions have aroused much debate among early childhood stakeholders, particularly in the areas of young children’s social learning and their domains of development. The main concern of early childhood educators is the limits of children’s social interactions occurring in digital play. This study used a four-week semi-structured field observation of eighty 3–4-year-old children within three Australian childcare centres to investigate children’s social interaction whilst involved in digital play using iPads. Seven different forms of social interactions were identified during children’s digital play. Furthermore, it was found that although children showed high levels of engagement during digital play, only observing others does not always impact children’s engagement during digital play. Rather self-reflection influences how children engage and choose their own course of action within digital play. Early childhood educators and parents may find this paper useful in understanding various children’s social interactions during their digital play to program effective, appropriate and meaningful experiences for young children.

Theory of mind at school: Academic outcomes and the influence of the school context

AbstractThe recent expansion of research on children's understanding of others' minds (or ‘theory of mind’, ToM) into middle childhood provides fresh opportunities to consider its origins and consequences. In this paper, we propose that, in addition to supporting children's social interactions, individual differences in ToM benefit academic achievement, in particular, reading comprehension and scientific reasoning. Furthermore, we argue that the school and classroom context can influence individual differences in ToM and its ongoing development in middle childhood. We suggest future directions for research to test these claims, which will provide a new perspective on the consequences of ToM and test the developmental continuity of socio‐cultural accounts of mindreading.

Efektivitas Neurofeedback Training Terhadap Emosi dan Interaksi Sosial Pada Anak Autis di Pusat Kajian Psikologi Magister Psikologi Pascasarjana Universitas Medan Area

This This study aims to test the effectiveness of Neurofeedback Training to overcome emotional problems and social interactions of children with autism. This study used a Quasi Experiment One Group Pretest - Posttest Design method. The sampling technique used Purposive Sampling and the research sample was 1 person. The research instrument is a measurement of brain wave activity called Electroencephalography. The data analysis of this research resulted in two types of data, quantitative and qualitative data. Quantitative data is the result of scores and graphs of measuring brain waves of autistic children through Neurofeedback and qualitative data is the result of assessment using DSM V, observation results and interview reports. The hypothesis proposed is that Neurofeedback Training is effective in overcoming emotional problems and social interactions in children with autism. The conclusions in this study are: 1. Neurefeedback training is effective in overcoming emotional problems of children with autism, this is shown by increasing the Alpha value of 18 Hz. 2. Neurefeedback Training is effective in overcoming the social interaction problem of children with autism, this is shown by increasing the Sensorymotor Rhytm value of 5 Hz. 3. Neurefeedback Training is effective in overcoming emotional problems and social interactions in children with autism, this is indicated by an increase in the Alpha value of 18 Hz, the Sensorymotor Rhytm value of 5 Hz and the Beta value of 13 Hz. Based on the conclusion, the proposed hypothesis is accepted. For future researchers who want to research Neurofeedback, they can use subjects in children with special needs with different disorders.

Mixed reality or LEGO game play? Fostering social interaction in children with Autism

This study extends the previous research in which it has been shown that a mixed reality (MR) system fosters social interaction behaviours (SIBs) in children with Autism Spectrum Condition (ASC). When comparing this system to a LEGO-based non-digital intervention, it has been observed that an MR system effectively mediates a face-to-face play session between a child with ASC and a child without ASC providing new specific advantageous properties (e.g. not being a passive tool, not needing to be guided by the therapist). Considering the newly collected multimodal data totaling to 72 children (36 trials of dyads, child with ASC/child without ASC), a first goal of the present study is to apply detailed statistical inference and machine learning techniques to extensively evaluate the overall effect of this MR system, when compared to the LEGO condition. This goal also includes the analysis of psychophysiological data and allows the context-driven triangulation of the multimodal data which is operationalized by (i) video-coding of SIBs, (ii) psychophysiological data, and (iii) system logs of user-system events. A second goal is to show how SIBs, taking place in these experiences, are influenced by the internal states of the users and the system. SIBs were measured by video-coding overt behaviours (Initiation, Response and Externalization) and with self-reports. Internal states were measured using a wearable device designed by the FuBIntLab (Full-Body Interaction Lab) to acquire: Electrocardiogram (ECG) and Electrodermal Activity (EDA) data. Affective sliders and State Trait Anxiety Scale questionnaires were used as self-reports. Repeated-measures design was chosen with two conditions, the MR environment and the traditional therapy LEGO. The results show that the MR system has a positive effect on SIBs when compared to the LEGO condition, with an added advantage of being more flexible.

Virtual voice assistant applications improved expressive verbal abilities and social interactions in children with autism spectrum disorder: a Single-Subject experimental study

The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with Autism Spectrum Disorder (ASD). We examined effects of using Virtual Voice Assistant (VVAs) in children with ASD with respect to two outcomes: speech skills and social interaction skills. A single-case study included three children with ASD (4–11 years old) that utilized VVAs for three months. Pre- and post-intervention questionnaires and semi-structured interviews were used to measure the communication and social interaction skills of the participating children. Participant One, Two and Three showed improvement in the number of correct words produced the VVA intervention. All participants showed increases in social interactions in the intervention phase. Overall, the results showed that the VVAs had positive effects on the speech and social interaction skills of autistic children. The findings demonstrate that children with ASD may benefit from VVAs to improve their communication skills.

Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4–5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.