Improvement In Social Communication Research Articles

Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration.

Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents.

Effectiveness of animal-assisted activities and therapies for autism spectrum disorder: a systematic review and meta-analysis.

Given the rising interest in complementary therapeutic strategies for autism spectrum disorder (ASD), this research aims to provide a comprehensive analysis of the impact of animal-assisted activities and therapies (AAAT) on various ASD symptoms. A meticulous search of databases, including Scopus and PubMed, was conducted to gather relevant research on AAAT for ASD. This process led to the selection of 45 studies encompassing 1,212 participants. The chosen studies were then subjected to a meta-analysis to evaluate the efficacy of AAAT in alleviating core ASD symptoms. The meta-analysis revealed significant improvements in several core ASD symptoms due to AAAT. Notably, there were improvements in social communication (MD = -4.96, 95% CI [-7.49, -2.44]), irritability (MD = -2.38, 95% CI [-4.06, -0.71]), hyperactivity (MD = -4.03, 95% CI [-6.17, -1.89]), and different word usage skills (MD = 20.48, 95% CI [7.41, 33.55]). However, social awareness (MD = -1.63, 95% CI [-4.07, 0.81]), social cognition (MD = -3.60, 95% CI [-9.36, 2.17]), social mannerisms (MD = -0.73, 95% CI [-2.55, 1.09]), social motivation (MD = -1.21, 95% CI [-2.56, 0.13]), lethargy (MD = -1.12, 95% CI [-3.92, 1.68]), and stereotypical behaviors (MD = -0.23, 95% CI [-1.27, 0.80]) did not significantly improve. The study demonstrates the potential of AAAT in improving certain core symptoms of ASD, such as social communication, irritability, hyperactivity, and word usage skills. However, the effectiveness of AAAT in other ASD symptom domains remains uncertain. The research is limited by the absence of long-term follow-up data and a high risk of bias in existing studies. Therefore, while the findings indicate the promise of AAAT in specific areas, caution is advised in generalizing its efficacy across all ASD symptoms.

Music for autism: a protocol for an international randomized crossover trial on music therapy for children with autism.

The notion of a connection between autism and music is as old as the first reported cases of autism, and music has been used as a therapeutic tool for many decades. Music therapy holds promise as an intervention for individuals with autism, harnessing their strengths in music processing to enhance communication and expression. While previous randomized controlled trials have demonstrated positive outcomes in terms of global improvement and quality of life, their reliance on psychological outcomes restricts our understanding of underlying mechanisms. This paper introduces the protocol for the Music for Autism study, a randomized crossover trial designed to investigate the effects of a 12-week music therapy intervention on a range of psychometric, neuroimaging, and biological outcomes in school-aged children with autism. The protocol builds upon previous research and aims to both replicate and expand upon findings that demonstrated improvements in social communication and functional brain connectivity following a music intervention. The primary objective of this trial is to determine whether music therapy leads to improvements in social communication and functional brain connectivity as compared to play-based therapy. In addition, secondary aims include exploring various relevant psychometric, neuroimaging, and biological outcomes. To achieve these objectives, we will enroll 80 participants aged 6-12 years in this international, assessor-blinded, crossover randomized controlled trial. Each participant will be randomly assigned to receive either music therapy or play-based therapy for a period of 12 weeks, followed by a 12-week washout period, after which they will receive the alternate intervention. Assessments will be conducted four times, before and after each intervention period. The protocol of the Music for Autism trial provides a comprehensive framework for studying the effects of music therapy on a range of multidimensional outcomes in children with autism. The findings from this trial have the potential to contribute to the development of evidence-based interventions that leverage strengths in music processing to address the complex challenges faced by individuals with autism. Clinical Trial Registration: Clinicaltrials.gov identifier NCT04936048.

Therapy dogs for children with autism spectrum disorder: Impacts of active versus passive dog engagement

Abstract The use of animal-assisted interventions as a method of improving symptoms of autism spectrum disorder (ASD) is becoming increasingly common, with a significant proportion of available literature suggesting improvements in social communication and interaction. Less is known about potential impacts on restricted and repetitive behaviors, motor skills, or executive functions. Furthermore, it is unknown what level of interaction with an animal, if any, is needed to produce improvements. In the current study, the behavior and skills of 16 children diagnosed with ASD, aged 2 to 4 years, were observed when a therapy dog, Muffin, was actively interacting with them, passively present in a classroom, or absent from the classroom. Contrary to expectations, the children actively interacted with the dog only infrequently, and there were no differences across conditions on numerous variables. Muffin’s presence and activity level was only associated with motor skills in the children, with results indicating that the participants were more likely to remain stationary than engage in physical activity when the therapy dog was present, perhaps indicating a global calming effect. The general lack of significant differences suggests that further studies may be necessary to determine exactly which symptoms of ASD respond to animal-assisted interventions, and also to determine optimal treatment dosage and frequency. We contend that the design of animal-assisted intervention may be critical in producing previously reported benefits.

Social Interaction Skills Development in Children with ASD: A Group-Based Comparative Study

Autism is a processing disorder that disrupts the ability to understand and utilize language and significantly poor social skills. During a typical group therapy session, children are facilitated to socialize with their peers, initiate or participate in the group play or express their potential. This study aimed to see the effect of different types of therapy as a team approach (Speech therapy & Occupational therapy) during the group therapy session and apply it during the group therapy sessions, and to see the impact of different age groups in developing social interaction skills. A total of 5 mainstream children with ASD (age range- 6 to 8 and 8-10 years) were selected. 6 sessions of group therapy for 2.5 hours were conducted with OT and ST together. The objectives of the group therapy were rated on four rating scales and compared before and after the session by the parents and therapist. The Wilcoxon signed ranked test was done to find any significant difference between the two groups and the Mann-Whitney U test was to see the impact of different age groups in developing social skills. The finding indicated that the children from both groups showed improvement in social communication with their peers, and show interest to participate; initiating, and taking a turn in storytelling, and various art, and craft activities. However, children in the higher age group showed more improvement in their social skills. This signifies that the transdisciplinary approach in group therapy is a useful treatment strategy to facilitate the children to initiate and interact with their peers. Keywords: Group Therapy, Transdisciplinary approach, Social Skills, Occupational Therapist, Speech Therapist.

Toddlers at Elevated Likelihood for Autism: Exploring Sensory and Language Treatment Predictors.

Baseline child characteristics may predict treatment outcomes in children with or at elevated likelihood of developing autism (EL-ASD). Little is known about the role of child sensory and language features on treatment outcome. Participants were randomly assigned to a parent-mediated intervention or control condition. Analyses explored the relationship between baseline child sensory and language characteristics and changes in ASD symptoms over approximately 9 months. Higher baseline sensory hyporeactivity was significantly related to less improvement in social communication (SC) for the treatment group only. More baseline atypical vocalizations were significantly related to less improvement on SC across treatment and control groups. This work provides an initial framework to encourage the tailoring of interventions for EL-ASD children, suggesting sensory reactivity and atypical vocalizations may be useful behaviors to consider in treatment planning.

The Use of Analog and Digital Games for Autism Interventions.

Many interventions that target improvements in social communication and other cognitive, learning, and physical issues have been developed to help autistic people. The gamification of interventions offers an alternative approach to fostering and assessing desired behaviors and cognitions in a more naturalistic and emergent setting. In this scoping review aimed at educators, practitioners, and parents of those with autism, we detail studies that have tested game-based approaches to improving the lives of autistic children, adolescents, and adults, focusing on how research into gamification and autism can both progress and can be progressed and implemented. We offer parents, professionals and academics resources to incorporate game-based psycho-educational programs into their current practice.

The Effects of Limosilactobacillus reuteri LR-99 Supplementation on Body Mass Index, Social Communication, Fine Motor Function, and Gut Microbiome Composition in Individuals with Prader\u2013Willi Syndrome: a Randomized Double-Blinded Placebo-Controlled Trial

Prader–Willi syndrome (PWS) is a rare genetic disorder associated with developmental delay, obesity, and neuropsychiatric comorbidities. Limosilactobacillus reuteri (Lactobacillus reuteri, Lact. reuteri) has demonstrated anti-obesity and anti-inflammatory effects in previous studies. In the present study, we aim to evaluate the effects of Lact. reuteri supplementation on body mass index (BMI), social behaviors, and gut microbiota in individuals with PWS. We conducted a 12-week, randomized, double-blind, placebo-controlled trial in 71 individuals with PWS aged 6 to 264 months (64.4 ± 51.0 months). Participants were randomly assigned to either receive daily Lact. reuteri LR-99 probiotic (6 × 1010 colony forming units) or a placebo sachet. Groupwise differences were assessed for BMI, ASQ-3, and GARS-3 at baseline, 6 weeks, and 12 weeks into treatment. Gut microbiome data was analyzed with the QIIME2 software package, and predictive functional profiling was conducted with PICRUSt-2. We found a significant reduction in BMI for the probiotic group at both 6 weeks and 12 weeks relative to the baseline (P < 0.05). Furthermore, we observed a significant improvement in social communication and interaction, fine motor function, and total ASQ-3 score in the probiotics group compared to the placebo group (P < 0.05). Altered gut microbiota was observed in the probiotic group to favor weight loss and improve gut health. The findings suggest a novel therapeutic potential for Lact. reuteri LR-99 probiotic to modulate BMI, social behaviors, and gut microbiota in Prader–Willi syndrome patients, although further investigation is warranted.Trial registration Chinese Clinical Trial Registry: ChiCTR1900022646

Social Robots in Special Education: Creating Dynamic Interactions for Optimal Experience

Recent research has proved the positive therapeutic impacts of robot interaction with children diagnosed with the autism spectrum condition. Until now, most of the evaluated treatment methods apply one-to-one sessions between a single robot and a child. This article explores the potential therapeutic effects of multirobot-assisted therapies, along with a proposed game playlist for pursuing such interactive sessions. Considerations for the therapeutic objectives, such as the improvement in social communication and interaction skills, joint attention, response inhibition, and cognitive flexibility are also explored. Finally, general procedures and guidelines are provided to further assist the adoption and use of such multirobot sessions.

Is visuomotor training an effective intervention for children with autism spectrum disorders?

PurposeInvestigation of autism spectrum disorder (ASD) is somewhat dependent on addressing main core features of ASD. But it is not clear which kind of investigation can effect on more difficulties features. So, this study examines the effect of the visuomotor, motor, and computer-based training programs on social behavior, motor skills, and repetitive behaviors of children with ASD.Patients and methodsSixty children with ASD aged 6–12 years were recruited and assigned to one of the three experimental groups and the control group (each group n=15). Training was provided in 30 sessions, scheduled 3 times a week. Social behavior and repetitive behaviors were determined objectively using the observation method, and motor skills were evaluated by the Test of Gross Motor Development-2.ResultsOur results suggested that children in the visuomotor group showed a significant reduction in the repetitive behaviors and an increase in gross motor skill scores in the post-test and follow-up. Also, the results exhibited that motor training group significantly improved in social behavior either in the post-test or follow-up. Although the post-test illustrated a considerable improvement of gross motor skills, this difference was not significant in follow-up. Similarly, no significant change was observed in visual training and control groups in relation to study variables.ConclusionGiven the improvement of repetitive behaviors and gross motor skills in post-test and follow-up, it seems that this investigation had a positive effect with a good retention effect on two core features of children with ASD. But according to group-based training protocol in motor training group and improvement in social communication, and mutual effect on gross motor skills, it seems that group-based practice can also be used to achieve the benefits of social communication in the investigations.

Case Study of a Digital Augmented Reality Intervention for Autism in School Classrooms: Associated With Improved Social Communication, Cognition, and Motivation via Educator and Parent Assessment

Background: Impairment in social communication is the primary deficit in school-aged children with autism spectrum disorder (ASD). There are efficacious interventions to address social communication deficits, yet their delivery is hampered by the lack of human and time resources. Emerging assistive technologies, such as smartglasses, may be able to help augment the social communication interventions currently provided by human educators and therapists. While emerging research suggests assistive socio-emotional coaching smartglasses can be effective and usable in research settings, they have yet to be studied amidst the complex social, physical, and time-constrained environment of the school classroom. This structured case study reports on the feasibility and efficacy of 16 intervention sessions of the Empowered Brain Face2Face module, a smartglasses-based social communication intervention. Methods: A 13-year-old fully-verbal adolescent male student with a diagnosis of ASD received a total of 16 smartglasses-aided intervention sessions over a two-week period. Interventions occurred twice-daily during school days and were facilitated by school professionals in a middle school in Massachusetts, USA. Outcomes were measured using the Social Responsiveness Scale 2 (SRS-2), a commonly used validated measure of social communication in children with ASD, by the participant’s parent, paraprofessional, and two teachers. Difficulties in usability during the study were recorded through observation notes. Results: The participant completed the three-week study (one pre-intervention week (baseline) and two intervention weeks) without any observations of adverse effects or usability concerns. The parent and three educators completed the SRS-2 for the baseline and intervention weeks, and results demonstrated significant improvement in social communication after the intervention relative to baseline. The parent, special education teacher, and general education teacher noted marked reductions in SRS-2 total T score, with improvement in SRS-2 social communication, social motivation, social cognition, and restricted interests and repetitive behavior subscales. Conclusion: Smartglasses are a novel assistive technology that can help facilitate social communication and behavioral coaching for students with ASD. The use of the Face2Face module by educators over a two-week period was associated with improvements in social communication. This study supports the use of this novel technology to deliver assistive social communication and behavioral coaching in schools.

Pivotal Response Treatment Within Implemented Within Natural Environment Activity of Horseback Riding to Enhance Social Functioning of Children With Autism

Pivotal Response Treatment Implemented Within Natural Environment Activity of Horseback Riding to Enhance Social Functioning of Children With Autism Dr. Mariam Essa. Al-Shirawi, PhD; Rehab Hassan Al-zayer, PhD Abstract This study examined the effectiveness of delivering Pivotal Response Treatment (PRT) in the natural environmental activity of horseback riding on social communication of children with autism spectrum disorder. We hypothesized that children provided with PRT in a natural setting (n= 8) would exhibit improvement in social communication compared to children who did not get the treatment (n= 8) following an 8- consecutive weeks of Pivotal Response Treatment delivered during horseback riding activity. The results of this study revealed that children participants demonstrated improvement in social communication as measured by Social Communication Questioner (SCQ) across three main domains: reciprocal social skills, social communication, and restricted ridged behaviors. Full Text: PDF DOI: 10.15640/jpbs.v6n1a4

Parent-Mediated Interventions With Children With Autism Spectrum Disorder: A Systematic Review

Abstract Date Presented 3/30/2017 A systematic review was conducted to evaluate the efficacy of parent-mediated interventions for children with autism in occupational performance areas. Findings support improvement in social communication and symptom severity, with emerging support for feeding, play, independence, and behavior. Primary Author and Speaker: Caitlin Dammann Additional Authors and Speakers: Colleen Althoff, Sarah Hope, Karla Ausderau

The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: a controlled study.

Outdoor adventure programmes aim to improve interpersonal relationships using adventurous activities. The current study examined the effectiveness of an outdoor adventure programme in children with autism spectrum disorders (ASD). The study included 51 participants (40 males, 11 females; age 3y 4mo-7y 4mo) enrolled in ASD special education kindergartens. Only the intervention group (n=30) participated in the outdoor adventure programme for 13 weeks, completing challenging physical activities that required cooperation and communication with peers and instructors. The control group (n=21) was not significantly different from the research group in age, sex, cognitive, and adaptive behaviour measures. Outcomes after the intervention revealed significant improvement in social-communication and different directions in the two groups in the social cognition, social motivation, and autistic mannerisms subdomains of the Social Responsiveness Scale. While the group that received an outdoor adventure programme showed a tendency toward a reduction in severity, the control group showed the opposite (p<0.010). The outdoor adventure programme required problem-solving skills and forced the child to communicate in exciting situations. This study suggests that an outdoor adventure programme may be an effective intervention in addition to traditional treatments in young children with ASD. Future studies should examine the outcome of outdoor adventure programmes delivered for longer periods of time and maintenance of the achievements over time.

Cross-Cultural Adaptation of the KONTAKT Social Skills Group Training Program for Children and Adolescents with high-functioning Autism Spectrum Disorder: A feasibility Study

Abstract Background Social skills group training is an intervention method that has demonstrated moderate evidence of improvement among children and adolescents with autism spectrum disorder (ASD). KONTAKT is a manualized social skills group training program that was developed in Germany and that has demonstrated preliminary evidence of positive effect. In this study, we describe its adaptation to Scandinavian settings. Objective The aim of this study was to evaluate the clinical feasibility of the Swedish version of KONTAKT. The program was piloted in two outpatient departments in Stockholm County. Method A convergent mixed-method approach that involved both quantitative (ratings scales for ASD, clinical severity, and adaptive functioning) and qualitative (semi-structured interviewing) evaluation was applied. Twenty-two children and adolescents with high-functioning ASD between the ages of 8 and 17 years and their parents were enrolled in a one-group trial and completed assessments before and after KONTAKT training. Results The quantitative evaluation showed improvements in social communication and global everyday functioning; the qualitative evaluations yielded general treatment satisfaction. Twenty of the 22 enrolled adolescents (91%) completed the training. Conclusions These findings suggest that the Swedish adaptation of KONTAKT is feasible for Scandinavian clinical settings. It is currently being examined for efficacy and effectiveness in the largest multicenter randomized controlled trial of social skills group training in patients with ASD that has ever been undertaken (NCT01854346).

Autistic disorder in patients with Williams-Beuren syndrome: a reconsideration of the Williams-Beuren syndrome phenotype.

BackgroundWilliams-Beuren syndrome (WBS), a rare developmental disorder caused by deletion of contiguous genes at 7q11.23, has been characterized by strengths in socialization (overfriendliness) and communication (excessive talkativeness). WBS has been often considered as the polar opposite behavioral phenotype to autism. Our objective was to better understand the range of phenotypic expression in WBS and the relationship between WBS and autistic disorder.MethodologyThe study was conducted on 9 French individuals aged from 4 to 37 years old with autistic disorder associated with WBS. Behavioral assessments were performed using Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) scales. Molecular characterization of the WBS critical region was performed by FISH.FindingsFISH analysis indicated that all 9 patients displayed the common WBS deletion. All 9 patients met ADI-R and ADOS diagnostic criteria for autism, displaying stereotypies and severe impairments in social interaction and communication (including the absence of expressive language). Additionally, patients showed improvement in social communication over time.ConclusionsThe results indicate that comorbid autism and WBS is more frequent than expected and suggest that the common WBS deletion can result in a continuum of social communication impairment, ranging from excessive talkativeness and overfriendliness to absence of verbal language and poor social relationships. Appreciation of the possible co-occurrence of WBS and autism challenges the common view that WBS represents the opposite behavioral phenotype of autism, and might lead to improved recognition of WBS in individuals diagnosed with autism.

Pediatric Rasmussen Encephalitis: Social Communication, Language, PET, and Pathology before and after Hemispherectomy

This prospective case study examined social communication (i.e., formal thought disorder, cohesion), language, positron emission tomography glucose utilization, and neuropathology in four children with Rasmussen encephalitis who achieved seizure control following right hemispherectomy. Prior to hemispherectomy, all four children had illogical thinking, loose associations, cohesive deficits, and impaired performance on formal language tests. Their postoperative improvement in social communication and language appeared to be related to age of onset, duration of illness, and postsurgical reversibility of hypometabolism in the nonresected prefrontal cortex. These changes were not associated with increase in IQ scores. The variability in the type and extent of pathologic change across subjects reflected the severity and duration of the illness. The study's findings imply that early surgical intervention might have mitigated certain aspects of the social communication and linguistic deficits found in these children.