Development Of Social Communication Skills Research Articles

Optimizing Communication Skills: Public Speaking and Positive Social Media Digital Footprint Training For Dhammasavana Tambora Junior High School Students, West Jakarta

The Public Speaking and How to Design a Positive Digital Footprint on Social Media program is a community service initiated by Institut Teknologi dan Bisnis Kalbis communication lecturer as well as Corporate Social Responsibility (CSR) class students. This activity was held at Dhammasavana Tambora Junior High School, West Jakarta, with 30 students from the 8th grade participating. The training emphasized on public speaking skills as well as an understanding of positive digital footprints. The training material was delivered by the Corporate Social Responsibility class students with the aim of introducing and providing training in public speaking skills, focusing on speech preparation and structure. This material is very important for students at an age where they are very close to the digital world, namely social media and the need to apply public speaking skills to support their learning at school. The implementation of the community service resulted in a more engaged environment, with students actively participating in debates and assignments. The relevance of successfully integrating public speaking and social media training, the development of social communication skills, and the importance of digital etiquette awareness is highlighted in the conclusion. This practice is expected to continue in high schools, benefiting students' abilities and understanding.

Attentional processing of preserved face and scrambled face distractors in preschool children with autism spectrum condition

ABSTRACT The current study investigated attentional processing of preserved neutral face and scrambled neutral face distractors at both involuntary and voluntary orienting levels in children with and without autism spectrum condition (ASC). The findings suggest similar influences of face configuration on reflexive orienting in both groups but reveal group differences in voluntary disengagement from face-related distractors. The ASC group exhibited difficulties in disengaging from the central neutral faces, and the TD group showed longer latencies for scrambled faces. These group differences suggest inefficiency in adopting a global face processing strategy at the voluntary attentional level in ASC. We discuss how the observed effects might impact upon the development of social communication skills in ASC.

Formation of social communication skills among students of the Faculty of Medicine in the system of professional education. Experience of the Republic of Kazakhstan

The article describes the formation of social communication (SC) skills among healthcare professionals in order to determine its place in professional activities.A theoretical analysis of the philosophical, pedagogical, psychological and scientific-methodical literature related to the problem under study was carried out. The national pedagogical experience in SC development was analyzed through the prism of cultural and moral patterns embedded in the national literature. The following methods were used: conversations with students, medical workers, discussion, survey.According to the authors, the low interest in national literature and culture is a significant reason for the low level of SC skills among workers in the social and medical service and in professional group communication. A survey among students showed a low interest in the national cultural samples, including those expressed in national literature.According to the authors, in the development of SC skills in future healthcare professionals, the experience of domestic pedagogy is of great importance, aimed at improving the moral education necessary for adequate behavior and communication, not only in the context of local and national realities, but also including respect for other cultures.

Brief Report: Assessment of a Caregiver-Implemented Intervention for Improving Social Communication Skills in Toddlers and Young Children with Autism.

As early identification of autism improves, there is a critical need for interventions to support the development of social communication skills in toddlers. Caregiver coaching and parental involvement is crucial for improving outcomes and providing children with adequate hours of planned active engagement. This pilot study assessed a 4-week intervention for individual caregiver–child dyads. Eight toddlers 21- to 45-months of age participated. Standardized assessments were collected at four study visits to assess autism symptomatology, language development, and both caregiver knowledge and engagement. Results demonstrated the feasibility of the intervention. Social communication, receptive and expressive language all improved as measured by direct assessment. Caregiver knowledge and caregivers’ subjective feelings of engagement with their toddlers also improved.

An AI-Enabled Internet of Things Based Autism Care System for Improving Cognitive Ability of Children with Autism Spectrum Disorders.

Smart monitoring and assisted living systems for cognitive health assessment play a central role in assessment of individuals' health conditions. Autistic children suffer from some difficulties including social skills, repetitive behaviors, speech and nonverbal communication, and accommodating to the environment around them. Thus, dealing with autistic children is a serious public health problem as it is hard to determine what they feel with a lack of emotional cognitive ability. Currently, no medical treatments have been shown to cure autistic children, with most of the social assistive research to date focusing on Autism Spectrum Disorder (ASD) without suggesting a real treatment. In this paper, we focus on improving cognitive ability and daily living skills and maximizing the ability of the autistic child to function and participate positively in the community. Through utilizing intelligent systems based Artificial Intelligence (AI) and Internet of Things (IoT) technologies, we facilitate the process of adaptation to the world around the autistic children. To this end, we propose an AI-enabled IoT system embodied in a sensor for measuring the heart rate to predict the state of the child and then sending the state to the guardian with feeling and expected behavior of the child via a mobile application. Further, the system can provide a new virtual environment to help the child to be capable of improving eye contact with other people. This way is represented in pictures of these persons in 3D models that break this child's fear barrier. The system follows strategies that have focused on social communication skill development particularly at young ages to be more interactive with others.

Methodological Discourse of Polycultural Education as a Conceptual Pedagogical Idea

The article presents the methodological substantiation of the idea of polyculture education. Polyculture education is considered as a kind of purposeful socialization of students, which provides: at the cognitive level – the development of patterns and values of world culture, cultural, historical and social experience of different countries and peoples; on the value-motivational – the formation of socially significant and value-oriented tendencies of students to intercultural communication and exchange, as well as the development of tolerance in relation to the culture of other countries, peoples, social groups; at the activity-behavioral level – an active social interaction with representatives of different cultures while preserving their own cultural identity. It is proved that polyculture education provides the socio-cultural identification of the individual; mastering the system of concepts and ideas about the multicultural environment; fostering a positive attitude towards a diversified cultural environment; development of social communication skills. It is substantiated that the modernization of Ukrainian education, taking into account the general trends of world development, should reflect the interests of Ukrainian society and the state related to the formation of Ukrainian civic identity. An integrated innovation system of multicultural education that takes into account state interests, national and ethnocultural peculiarities of the population, conditions of intercultural dialogue and tasks of designing intrastate and interstate harmony can satisfy such a request.

Neural correlates of face processing associated with development of social communication in 12-month infants with familial risk of autism spectrum disorder

BackgroundDifferences in face processing in individuals with ASD is hypothesized to impact the development of social communication skills. This study aimed to characterize the neural correlates of face processing in 12-month-old infants at familial risk of developing ASD by (1) comparing face-sensitive event-related potentials (ERP) (Nc, N290, P400) between high-familial-risk infants who develop ASD (HR-ASD), high-familial-risk infants without ASD (HR-NoASD), and low-familial-risk infants (LR), and (2) evaluating how face-sensitive ERP components are associated with development of social communication skills.Methods12-month-old infants participated in a study in which they were presented with alternating images of their mother’s face and the face of a stranger (LR = 45, HR-NoASD = 41, HR-ASD = 24) as EEG data were collected. Parent-reported and laboratory-observed social communication measures were obtained at 12 and 18 months. Group differences in ERP responses were evaluated using ANOVA, and multiple linear regressions were conducted with maternal education and outcome groups as covariates to assess relationships between ERP and behavioral measures.ResultsFor each of the ERP components (Nc [negative-central], N290, and P400), the amplitude difference between mother and stranger (Mother-Stranger) trials was not statistically different between the three outcome groups (Nc p = 0.72, N290 p = 0.88, P400 p = 0.91). Marginal effects analyses found that within the LR group, a greater Nc Mother-Stranger response was associated with better expressive language skills on the Mullen Scales of Early Learning, controlling for maternal education and outcome group effects (marginal effects dy/dx = 1.15; p < 0.01). No significant associations were observed between the Nc and language or social measures in HR-NoASD or HR-ASD groups. In contrast, specific to the HR-ASD group, amplitude difference between the Mother versus Stranger P400 response was positively associated with expressive (dy/dx = 2.1, p < 0.001) and receptive language skills at 12 months (dy/dx = 1.68, p < 0.005), and negatively associated with social affect scores on the Autism Diagnostic Observation Schedule (dy/dx = − 1.22, p < 0.001) at 18 months.ConclusionsIn 12-month-old infant siblings with subsequent ASD, increased P400 response to Mother over Stranger faces is positively associated with concurrent language and future social skills.

Use of Mobile Social Story Maps in the Development of Cognitive and Social Skills of Children With Autism Spectrum Disorder

The purpose of the study was to compare the effectiveness and efficiency of animated and non-animated mobile social story maps using the mobile learning environment that the authors developed. An application using the story map method based on social stories was developed. Mobile social story map was presented with animated and non-animated narrative and the effectiveness and efficiencies of the two methods on both listening comprehension and social communication skills were compared using an alternating treatments design. The participants of the study consisted of three children aged between 6 and 7 years with an ASD diagnosis. Research findings showed that mobile social story maps contribute to the development of social communication skills and listening comprehension skills of participants with an ASD. The results indicated that two methods were equally effective in improving social communication skills, but in improving listening comprehension skills, animated supported stories were more effective for one of the three participants. Also, animated narrative-supported mobile social story maps were more efficient for two participants.

Neonatal Risk, Maternal Sensitive-Responsiveness and Infants' Joint Attention: Moderation by Stressful Contexts.

Neonatal risk factors have been associated with atypical development in various areas of social communication, including joint attention (JA), but little is known about factors in the early caregiving environment that can modify the negative implications of neonatal risk. The present study examines the links between neonatal risk and infants' JA, while considering the mediating role of maternal sensitive-responsiveness and the moderating roles of stressful contexts. One hundred and eighty-two families with infants (50% female) born in a wide range of gestational ages and birthweights participated in the study. Neonatal risk was assessed shortly after birth using three indicators: birthweight, gestational age, and degree of medical risk. At age 6 months, maternal sensitive-responsiveness to infants' foci of attention was rated and maternal anxiety and household chaos were measured. Infants' JA behaviors were assessed at age 12 months. A moderated-mediation model revealed that maternal anxiety symptoms and household chaos moderated the links between neonatal risk, maternal sensitive-responsiveness, and infants' responding to JA. Specifically, neonatal risk was related to less maternal sensitive-responsiveness only when maternal anxiety symptoms were above average levels, but not when anxiety symptoms were low. Moreover, maternal sensitive-responsiveness was positively related to infants' responding to JA behaviors when household chaos was low but not when it was high. These findings highlight the complex nature of the links between infants' early biological risk and caregiving environments in the development of social communication skills.

EFFECTIVENESS OF A BEHAVIORAL COGNITIVE PROGRAM TO DEVELOP SOCIAL COMMUNICATION SKILLS AND MODIFY THE FAMILY ENVIRONMENT FOR PEOPLE WITH MULTIPLE DISABILITIES

The present study aimed at verifying the effectiveness of a behavioral knowledge program for the development of social communication skills and modification of the family environment in a sample of children with multiple disabilities and their mothers in Suez City, Egypt. The study was based on the experimental method. The study sample consisted of two groups (experimental - Children with multiple disabilities (simple autism concomitant with disabilities) ranged from 6-10 years of age to 65-75 degrees.The study tools consisted of the Stanford Intermediate Intelligence Scale, the fifth picture (by the Arab Psychological Testing Institute) D (by: Escoblr and others)- Scale Social Skills (by: researchers) - Family Environment Scale (by: researchers) and cognitive behavioral program proposed for the development of social skills (by: researchers). The researcher used to study the study hypotheses, arithmetical averages and standard deviations of the experimental and control groups, as well as the use of the method of analysis of variance. The theories in the study include role theory, social participation theory, communication theories in psychology and social sciences. The results of the study were summarized in the following points: There are statistically significant differences between the mean scores of the experimental group and the control of the children in the measurement after the application of the program on the scale of social skills in the direction of the experimental group. There are statistically significant differences between the mean scores of the experimental group scores of children with multiple disabilities in the measurements before and after the application of the program on the scale of social skills in the direction of distance measurement. There are no statistically significant differences between the average grades of the experimental group of children with multiple disabilities in the dimensions of dimension And follow-up to the application of the program on the scale of social skills. There are statistically significant differences between the average scores of the tribal and the barricades of the experimental group (mothers) on the scale of the family environment of the multi-disability child. There are no statistically significant differences between the averages Type degrees group experimental mothers of children with multiple disabilities in the two measures after and observable for the application of the program on the Family Environment Scale. The study recommended: Training the families of children with multiple disabilities through workshops and training courses and engaging them in the planning and implementation of the educational program. Training children with multiple disabilities (autism associated with simple mental disability) on social skills at an early age, which helps them to rely on themselves in their daily lives. Conducting studies to develop training programs aimed at developing the social skills of children with multiple disabilities.

The Child on the Threshold of Becoming a Pupil

The functions of a preschooler's imagination that are required for a child to become immersed in the new social situation of development that characterizes the beginning of the early school ages are analyzed. The new social situation of development consists, above all, of new forms of interaction for the child with adults and other children within new primary activity—education. Imagination is viewed as a condition for the development of interaction during the older preschool ages based on a number of important indicators—the degree of development of social-communication skills and communicative competence—that underlie the “social component” of school readiness.

Presence of autism, hyperserotonemia, and severe expressive language impairment in Williams-Beuren syndrome.

BackgroundDeletion of the Williams-Beuren syndrome (WBS) critical region (WBSCR), at 7q11.23, causes a developmental disorder commonly characterized by hypersociability and excessive talkativeness and often considered the opposite behavioral phenotype to autism. Duplication of the WBSCR leads to severe delay in expressive language. Gene–dosage effects on language development at 7q11.23 have been hypothesized.MethodsMolecular characterization of the WBSCR was performed by fluorescence in situ hybridization and high-resolution single-nucleotide polymorphism array in two individuals with severe autism enrolled in a genetic study of autism who showed typical WBS facial dysmorphism on systematic clinical genetic examination. The serotonin transporter promoter polymorphism (5-HTTLPR, locus SLC6A4) was genotyped. Platelet serotonin levels and urinary 6-sulfatoxymelatonin excretion were measured. Behavioral and cognitive phenotypes were examined.ResultsThe two patients had common WBSCR deletions between proximal and medial low copy repeat clusters, met diagnostic criteria for autism and displayed severe impairment in communication, including a total absence of expressive speech. Both patients carried the 5-HTTLPR ss genotype and exhibited platelet hyperserotonemia and low melatonin production.ConclusionsOur observations indicate that behaviors and neurochemical phenotypes typically associated with autism can occur in patients with common WBSCR deletions. The results raise intriguing questions about phenotypic heterogeneity in WBS and regarding genetic and/or environmental factors interacting with specific genes at 7q11.23 sensitive to dosage alterations that can influence the development of social communication skills. Thus, the influence of WBSCR genes on social communication expression might be dramatically modified by other genes, such as 5-HTTLPR, known to influence the severity of social communication impairments in autism, or by environmental factors, such as hyperserotonemia, given that hyperserotonemia is found in WBS associated with autism but not in WBS without autism. In this regard, WBS provides a potentially fruitful model with which to develop integrated genetic, cognitive, behavioral and neurochemical approaches to study genotype–phenotype correlations, possible gene–environment interactions and genetic background effects. The results underscore the importance of considering careful clinical and molecular genetic examination of individuals diagnosed with autism.

Which Robot Features Can Stimulate Better Responses from Children with Autism in Robot-Assisted Therapy?

This study explores the response of autistic children to a few design features of the robots for autism therapy and provides suggestions on the robot features that have a stronger influence on the therapeutic process. First, we investigate the effect of selected robot features on the development of social communication skills in autistic children. The results indicate that the toy's “face” and “moving limb” usually draw the children's attention and improve children's facial expression skills, but do not contribute to the development of other social communication skills. Secondly, we study the response of children with low-functioning autism to robots with verbal communication functionalities. Test results show that children interacted with the verbal-featured robot more intensively than with the experimenter. We conclude that robots with faces and moving limbs can engage autistic children in a better way. Facial expression of the robots can elicit a greater response than prompting by humans.

State-of-the-art in TEL to support social communication skill development in children with autism: a multi-disciplinary review

The paper reviews state-of-the-art in Technology Enhanced Learning TEL to support social communication skill development in children with autism. We identify the driving research directions, and their associated challenges, from three broad perspectives that shape TEL: pedagogical foundations, technology and learner involvement in the design process. We further explore these challenges through the discussion of ECHOES, an example state-of-the-art system. The review assists researchers working in multi-disciplinary teams to identify the new directions that are shaping state-of-the-art in order to drive successful future research projects in this area.

College-Based Inclusion Programming for Transition-Age Students With Autism

Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs.

The Social Role of Imitation in Autism

Individuals with autism exhibit significant deficits in imitation skills. This article reviews the importance of imitation in typical development, focusing on the social function of imitation and its role in the development of social communication skills. Second, it reviews evidence suggesting an association between imitation deficits and social communication impairments in children with autism. Third, it discusses limitations of the current method for teaching imitation that targets only the learning function of imitation. Finally, it describes a new imitation intervention designed to teach the social use of imitation in young children with autism.

Futoko and Camp Programs in Japan

Although Japanese education is compulsory up to the ninth grade, there are students who do not or cannot go to schools. They are referred long-term school absentees, or futoko students. They tend to have lower social communication skills and self-concepts than non-futokostudents. To develop these elements, outdoor activities have been found as an effective method provided by either public or private organizations. This paper aims to introduce the futokophenomenon within Japanese culture, and to analyze the organizations' philosophies and their program methods. According to the result, all organizations' major objectives are the development of social communication skills and self-concepts. An issue of parental participation with their futoko children is controversial. The perception on school attendance varies among organizations. To create effective and beneficial programs, it is important to apply objective research method. For that, it is crucial for both researchers and organizations to collaborate for assuring and improving of the quality of programs.