Skills Of Autistic Children Research Articles

Video Modeling to Support Social Communication Goals of Autistic Adults: A Tutorial.

Decades of research have shown video modeling to be an effective tool for teaching and supporting a variety of skills in autistic children. More recently, video modeling has emerged as an effective support for autistic adults, with much of the literature focused on vocational success through support of language skills. The purpose of this tutorial is to provide speech-language pathologists, autistic adults, and other team members with evidence-based guidelines for use of video modeling to support success with social communication across settings. This evidence-based tutorial draws from the literature on video modeling for autistic adults in the area of social communication, presenting empirically supported guidelines for speech-language pathologists considering video modeling as a tool to support social communication within this population and their interaction partners. This tutorial presents an evidence-based, step-by-step guide to the planning, creation, and use of video models with and by autistic adults, along with important additional considerations based on relevant literature. Video modeling is a social communication support that is backed by the scientific literature as an efficacious tool for use by autistic adults. This tutorial will guide speech-language pathologists' use of this evidence-based tool as they work alongside autistic adults and others to help meet social communication goals across settings.

Effectiveness of two visual-pedagogical methods for toothbrushing skills in autistic children: A randomized clinical trial.

This study aimed to compare the effectiveness of two visual pedagogy methods, video modeling and educational posters, on improving tooth-brushing autonomy in 10-12-year-old children with mild autism. Sixty-four autistic children were randomly assigned to either the video or poster groups using the Rand function in Excel. Toothbrushing skills were divided into five stages: preparation, buccal, occlusal, lingual surfaces, and the end. These five stages comprised a total of 20 steps, with each step scored from 1 (not done at all) to 5 (done independently). The final score was calculated by averaging the scores of the five stages. The FONES method of toothbrushing was used for training. Follow-up assessments were conducted after 1 and 3 months. The data were analyzed using SPSS V26, including t-tests, Mann-Whitney U tests, and repeated-measures ANOVA. After 3 months, there were significant improvements in autonomy scores for both groups, with the video group showing greater benefits (4.37±0.43) compared to the poster group (4.11±0.49) (p=.03), with an effect size of η2=.07. Both video and poster methods were effective in improving tooth-brushing skills, but video modeling was associated with a higher total autonomy score.

Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children.

Code- and meaning-related emergent literacy skills of autistic children were compared to those of non-autistic children who did not differ on age and full-scale IQ (FSIQ). The associations between joint attention skills and early literacy abilities were of interest. Seventeen autistic and 20 non-autistic children (48 to 72 months) participated. Parents completed a joint attention measure and children completed code- and meaning-related emergent literacy skills measures. Findings showed that autistic and non-autistic children did not differ on code-related emergent literacy skills, letter knowledge and phonological awareness, but autistic children scored lower on print conceptsand name writing. Autistic children also scored lower on meaning-related skills assessing the comprehensive and quality of oral narratives. FSIQ predicted print concept knowledge in all children. Receptive vocabulary was a significant predictor of meaning-related skills in autistic children and the quality of oral narratives in non-autisticchildren. Joint attention was also a significant predictor of oral narrative quality in autistic children. Recommendations for promoting emergent literacy skills using a strength-based approach are discussed.

The effectiveness of the TEACCH programme in developing fine motor skills in autistic children.

Autism is characterised by deficits in the fine motor skills typically used by children to interact with others. In the case of a child with Autism Spectrum Disorder (ASD), these deficits limit their ability to perform the skills necessary for daily life. In this study, we sought to determine the effectiveness of the TEACCH programme in developing some fine motor skills in children with ASD. First, we conducted a pilot study to construct the study tool, which consisted of our self-developed Fine Motor Skills Scale.

Stimulasi Perkembangan Fisik Motorik Anak Autisme Melalui Terapi Perilaku Okupasi di TK Adni Surabaya

This research discusses the effect of providing occupational therapy on fine motor development in autistic children at ADNI Kindergarten in Surabaya. The aim of the research is to see the effect of providing occupational therapy on the development of fine motor skills in autistic children at ADNI Surabaya Kindergarten. Occupational therapy is a therapy used for autistic children and can also be applied to children/adults who experience autism, speech delays, developmental disorders and other growth and development delays. Occupational Therapy aims to help children who experience problems with their fine motor skills. This therapy can be used as an option to try to improve children's physical and mental abilities to take part in activities that involve children's gross and fine motor skills so that children can be independent and can develop and be accepted in society. This research will be carried out at the ADNI Surabaya Kindergarten. The methodology used is a quantitative method with a Pre-Experimental design. Based on the results of the analysis, the change in the mean concentration value before and after being influenced by Occupation showed that the Pre-test value was mean = 1.38 and the Post-test value experienced a change, namely mean = 1.50. Meanwhile, the statistical test results obtained a p value of 0.024, which means that there is an influence of Occupational Therapy on the development of Fine Motor in Autistic children at ADNI Surabaya Kindergarten in 2024.

Understanding the Social Interaction and Communication Skills in Autistic Children

Abstract: ASD (autism spectrum disorder) presents with social emotional difficulties for individuals who interpret and successfully communicate social signals. This paper reviews the effect of peer influence on social communication and interaction abilities in the children with autism. The paper reviews the available literature and offers intervention strategies that can better the social interaction status of the children. Research points to the fact that there are gender difference patterns in the social communication skills of ASD children, suggesting therefore the need for gender-sensitivity in their understanding and care. The research supports the need for personalized therapeutic strategies and care services. This allows for progressive social and communication advancements for children with autism spectrum disorder. On the other hand, the study also acknowledges several limitations, so that, proper diagnostic tools along with other approaches such as longitudinal studies should be considered for a better understanding of social interaction in ASD.

Analisis Media Flashcard Terhadap Kemampuan Komunikasi Anak Autis di SLB TNCC Banda Aceh

Children with special needs (ABK) are children who have obstacles in their development caused by internal and external factors. Autism is a congenital disorder that children experience from birth, where it affects the child's ability to communicate or speak, making it difficult for the child to communicate both verbally and non-verbally. Difficulty speaking experienced by autistic children hinders the child from interacting with people in the surrounding environment. Flashcard media is media that contains interesting and simple pictures that can help improve children's speaking skills. The aim of this research is to find out the influence of flashcard media on speaking abilities in autistic children. The type of research used in this research is descriptive qualitative. Data collection techniques in this research are observation, interviews and documentation. The subject in this research was an autistic child with the initials A, a 5 year old male. The research results show that using flashcard media can improve speaking skills in autistic children.

Improved motor skills in autistic children after three weeks of neurologic music therapy via telehealth: a pilot study.

Many autistic children experience motor skill deficits which can impact other areas of functioning, and research on therapeutic interventions for motor skills in autism is in a preliminary stage. Music-based therapies have been used extensively to address motor skills in non-autistic populations. Though a handful of studies exist on the effects of music-based therapies for movement in autistic children, none have investigated the possibility of administering sessions via telehealth. This mixed-methods pilot study investigated whether nine Neurologic Music Therapy (NMT)® sessions via telehealth would improve motor and attention skills in autistic children. Five autistic children between five and 10 years of age participated in the study, with support from their caregivers. Motor skills were assessed using the Bruininks-Oseretsky Test of Motor Proficiency second edition, short form (BOT-2 SF), and a selective attention and sustained attention task were taken from the Test of Everyday Attention for Children, Second Edition (TEA-Ch2). Caregivers and the two neurologic music therapists involved in the study provided qualitative input about the perceived effectiveness of telehealth NMT for the children involved. Their responses were analyzed using qualitative content analysis. Caregivers also filled out a Sensory Profile 2 assessment prior to the onset of sessions so that each child's sensory profile could be compared to their motor and attention results. Statistically significant improvements in motor skills were observed between pre-test assessment and a two-week follow-up assessment. Results from attention test scores were not significant. Caregivers and neurologic music therapists generally perceived sessions positively and noted the importance of having caregivers actively involved. When compared with individual progress on the BOT-2 SF assessment, sensory profile results revealed that children with fewer sensory sensitivities tended to improve the most on motor skills. The improvements in motor skills and positive caregiver and therapist views of telehealth indicate that NMT motor interventions administered via telehealth are a promising avenue of therapeutic support for movement skill development in autistic children.

Video-based interventions promoting social behavioural skills for autistic children and young people: An evidence and gap map.

Video-based interventions (VBIs) are an approach that can be used to promote social behavioural skills for autistic children and young people. Despite an abundance of literature in this area, previous evidence syntheses are limited by their exclusive search strategies and eligibility criteria. Therefore, there is a lack of comprehensive evidence syntheses to provide insight on whether these interventions work, for whom, and in what circumstances. Evidence and Gap Maps (EGMs) are used to collate vast literature on a broad topic area such as this, highlighting areas for synthesis, and identifying gaps for future research. To identify, map and synthesise existing primary research on VBIs promoting social behavioural skills for autistic children and young people, creating a live, searchable and publicly available EGM. Searches were conducted in electronic databases (n = 8), web search engines, and other repositories including published papers and grey literature. The search strategy was developed around two concepts including (1) terms related to autism, and (2) terms related to VBIs. Searches were conducted in May 2021. All primary studies evaluating the effectiveness of VBIs in promoting social behaviours for autistic children and young people aged 3-18 were included in the EGM. Search results were imported into Eppi-Reviewer where duplicates of identical studies were removed. Titles and abstracts were then screened by two independent reviewers. Potentially eligible full texts were located and also screened by two reviewers. Data were then extracted on study design, participant characteristics, type of intervention, type of outcome, and country of study, by one of three reviewers. EPPI-Mapper was used to create the interactive EGM. The current EGM contains 438 studies reporting on 394 single subject research designs, 25 randomised controlled trials, 15 non-randomised group designs, and 8 pretest-posttest designs. Included studies evaluated VBIs in all male (n = 238), mixed gender (n = 172) or all female (n = 17) samples. VBIs employed included video modelling (n = 273), video self-modelling (n = 82), point-of-view modelling (n = 61), video prompting (n = 57), video feedback (n = 12) and computer-based video instruction (n = 4). The most frequently used models were adults (n = 191) and peers (n = 135). In relation to social outcomes, almost half evaluated social engagement (n = 199) with limited studies looking at safety (n = 9) and community (n = 7) skills. This EGM provides a valuable resource for policy-makers, practitioners, researchers, funders and members of the public to access evidence on VBIs promoting social behavioural skills in autistic children and young people. The map has identified areas of sufficient research where evidence can undergo synthesis. In addition, important gaps in the evidence were highlighted and suggest further research is warranted in all female samples and less frequently evaluated types of VBIs and social outcomes. Evidence included in this EGM will be further explored via systematic review and meta-analysis on control group designs.

Enhancing Language Skills in Autistic Children: A Psycholinguistic Exploration of ABA Therapy Effects with Linguistic and Psycho-Behavioral Perspective

Enhancing Language Skills in Autistic Children: A Psycholinguistic Exploration of ABA Therapy Effects with Linguistic and Psycho-Behavioral Perspective

Sensorimotor Features and Daily Living Skills in Autistic Children With and Without ADHD.

Attention-deficit/hyperactivity disorder (ADHD) commonly co-occurs in autistic children. However, additional research is needed to explore the differences in motor skills and sensory features in autistic children with and without ADHD, as well as the impacts of these factors on daily living skills (DLS).This observational study sought to fill this gap with 67 autistic children (6.14-10.84 years-old), 43 of whom had ADHD.Autistic children with ADHD demonstrated higher sensory features and lower motor skills than autistic children without ADHD. In examining autism and ADHD features dimensionally, we found that overall sensory features, seeking, and hyporesponsiveness were driven by both autism and ADHD features, whereas motor skills, enhanced perception, and hyperresponsiveness were driven by only autism features. Additionally, in using these dimensional variables of autism and ADHD features, we found that differences in motor skills, sensory and autism features, but not ADHD features, impact DLS of autistic children, with autism features and motor skills being the strongest individual predictors of DLS.Together, these results demonstrate the uniqueness of motor skills and sensory features in autistic children with and without ADHD, as well as how autism features, sensory features, and motor skills contribute to DLS, emphasizing the importance of a comprehensive understanding of each individual and complexities of human development when supporting autistic children.

The Use of Image Rotation Media in Improving Oral Expressive Communication of Autistic Children in Special Schools

This study aims to improve the ability of oral language expressive communication in children with autism by using image rotation media in special schools precisely at Special School 01 Serang elementary school level grade 1 totaling one person. This research uses the experimental method with a Single-Subject Research (SSR) Experimental Study approach. Based on the results of the study showed an increase in oral language expressive communication skills. The baseline phase 1 (A1) which was conducted in 4 sessions showed a similar percentage value of 33%. The intervention phase (B) which was carried out in 8 sessions resulted in a percentage value of 79%, 79%, 79%, 85%, 85%, 85%, and 85%. The baseline 2 phase (A2) which was carried out 4 sessions showed a percentage value of 69%, 82%, 82%, and 82%. Effectiveness seen from the overlap percentage, from intervention (B) to baseline 1 (A1) and baseline 2 (A2) to intervention (B) does not show overlapping data. Overall, the use of image rotation media in improving oral language expressive communication skills in autistic children at Special School 01 Serang is effective.

Stimulasi Perkembangan Motorik Anak Autis Melalui Terapi Bermain : Snakers And Ladders Di Sekolah Pendidikan Khusus dan Pendidikan Layanan Khusus Mutiara Bunda Kota Bengkulu

Autism or Autism Spectrum Disorder (ASD) is a general neurodevelopmental disorder that is genetic and heterogeneous with underlying cognitive characteristics and usually occurs together with other conditions such as being unable to carry out social interactions and seeming to live in one's own world. One of the problems with autistic children is the behavioral aspect. One effort that nurses can make to overcome motor problems is through play therapy. The community service methods used are socialization and training carried out at the Mutiara Bunda Special Education and Special Service Education School (PK-PLK), Bengkulu City. After carrying out community service activities targeting parents and autistic children with motor development disorders, the results obtained were that there was an increase in parents' knowledge about how to stimulate motor skills in autistic children as well as an increase in motor skills in autistic children. It is hoped that the development of children with special needs, especially autistic children, can develop optimally and can improve the health status of autistic children so that autistic children can become great children in the future.

The relation between specific motor skills and daily living skills in autistic children and adolescents.

Motor skill difficulties are common in autistic children and are related to daily living skills (DLS). However, it remains unclear which specific motor tasks are most likely to impact overall DLS. This study sought to fill this gap. In 90 autistic children and adolescents (ages 6-17 years), we found that fine/manual motor tasks, like drawing or folding, demonstrated significant medium-sized relations with DLS, even after accounting for IQ and sensory features, whereas tasks in the areas of bilateral coordination, upper-limb coordination, and balance only related to DLS (small effect sizes) prior to accounting for IQ and sensory features. When looking at an overall balance score, we found that IQ significantly interacted on the relation between overall balance and DLS. These results further demonstrate the particular importance of fine/manual motor skills for DLS in autistic youth, even when accounting for IQ and sensory features. Indeed, accounting for sensory features strengthened the relations between fine/manual motor skills and DLS. Our findings provide evidence of the impact of cognitive factors on the relation between balance and DLS, indicating that it may be that autistic individuals with lower IQs experience relations between balance and DLS that are different than their peers with higher IQs. Our findings support the benefit of considering individual motor skills rather than domain-level information when assessing ways to promote DLS in autistic youth. The results further shed light on the importance of fine motor skills, as well as the unique relationship of balance and DLS in autistic individuals with lower IQs.

Motor Skills, Social Skills, and Participation of Autistic Children

Generally, participation levels of autistic children are lower than neurotypical children in social and physical activities. The range of activities that autistic children participate in is also less diverse. Building on previous qualitative work, the current research provides a quantitative perspective to explore the relationship between social skills and motor skills in autistic children, and the association with participation at home, school, and in the community. Caregivers and their 5-to-11-year-old autistic children participated in this research. Motor skills were assessed with performance-based (BOT-2-SF) and caregiver-report measures (MABC-2 checklist). Caregivers also completed questionnaires to quantify social skills (SRS-2) and participation (PEM-CY) patterns. Motor assessments were not correlated, suggesting use of the MABC-2 checklist in conjunction with the BOT-2-SF may not be well-suited for younger participants. Discordant results of proxy (i.e., social/motor skills predicted participation frequency at school, with social skills contributing to the model) and performance-based (i.e., social/motor skills predicted participation frequency at home, and average involvement in the community) reports were attributed to caregiver's focus on fine motor performance in school-based settings, considering the established link between social and fine motor skills in autism. Non-significant findings were explained by heterogeneity in social/motor skills among autistic children. Overall, while continued research is warranted, findings support a person-centered (i.e., individualized) approach to address participation of autistic children.

Computer programming a chatbot to improve social-communication skills in autistic children: A feasibility study

Purpose A pilot study evaluated the feasibility of a curriculum that overtly teaches computer programming while covertly scaffolding social-communication skills for autistic children aged 8–12 years. Methods Participants were taught the Python programming language so they could program their own chatbots to greet a human user and discuss different topics, taking turns during the discussion, as though the chatbot were a human itself. The students were challenged with creating chatbots that pass the ‘Turing Test’, where a human evaluator would not be able to tell whether their chatbots were humans or computer programs. The curriculum included didactic instruction, peer-group discussion, homework and the chatbot project. Six autistic children participated in the six-session program. Feasibility was assessed using questionnaires and qualitative feedback. Results The curriculum is deemed feasible and desirable. There was no measurable change in social-communication skills immediately following the six-session program. Participants and their parents were highly interested in similar programs in the future, suggesting promising potential for further development and refinement. Conclusion A curriculum of programming a chatbot that also covertly scaffolds social communication is feasible for autistic children who are interested in computer programming.

Effectiveness of DIR/Floor Time Play Therapy in Social Skills and Emotion Regulation of Children with Autism Spectrum Disorder

Background: Children with autism spectrum disorder (ASD) and their families need to use rehabilitation services to improve their functions in social interactions and communication skills. Objectives: The present study aimed to investigate the effectiveness of DIR/floor time play therapy in the social skills and emotion regulation of children with ASD. Methods: The present study was a quasi-experimental with a pretest/posttest design. The statistical population included all the autistic children visiting Golhay-e Behesht Autism Center in Qom, Qom Province, Iran. The convenience sampling method was employed to select 30 participants, who were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received the DIR/floor time play therapy intervention for 23 twenty-minute sessions. The research instrument included Bellini’s Social Skills Profile Questionnaire and Emotion Regulation Checklist. Descriptive statistics and the repeated measures ANOVA were adopted for data analysis in SPSS 22. Results: According to the results, the DIR/floor time play therapy method improved emotion regulation components (i.e., instability/negativity and emotion regulation) and the indices of social skills (i.e., social interaction, social participation, and detrimental behavior). The results lasted until the follow-up step (P < 0.001). Conclusions: The DIR/floor time play therapy method caused positive changes to emotion regulation and social skills in autistic children. Therefore, it can be an effective intervention in children with ASD.

Meningkatkan Memori Jangka Pendek pada Anak Autis dengan Senam Otak

Problems were found in the low short-term memory abilities of autistic children. Brain gym consisting of simple movements can activate and balance all dimensions of the brain, thus stimulating short-term memory. The research aims to determine the effect of brain gym on short-term memory skills in children with autism spectrum disorder. Participants were 16 children that were divided into two groups (experiment and control) with mild autistic severity, aged 7-12 years, had low short-term memory skills and had never received brain exercise intervention before. The research method is quasi-experimental design, with two groups, namely the experimental group that was given treatment and the control group that was not given treatment. This study used a brain gym module, and short-term memory measurement with the WISC-R Digit Span. This study consisted of a pre-test, a brain gym treatment carried out by a certified therapist for 10 sessions within 3 weeks and the last was a post-test. Data were analyzed using the Wilcoxon Test nonparametric data analysis technique. The results of the analysis showed that there was a difference with a score of Z = -2.585 (Asymp. Sign. 0.010 <0.05) in the short-term memory abilities of autistic children who were included in the experiment group. Which means that giving brain gym was effective to improve short-term memory skills in autistic children. Whereas in the control group who were not treated, short-term memory abilities did not change (steady).

Neural Trigger of Speaking Skills in Autistic Children: An Intervention-Based Study

Autism is a pivotal language deficit among speakers all over the globe, and it is a restricting neural process that blocks the simultaneous exponential evolution of language usage; hence, it must be focused with some therapy stimuli. This study is an attempt to channel neural mechanisms underlying autistic children with controlled systemic interventions (CSI). Many previously conducted studies reported that speaking deficit in individuals at all levels reduces neural processing that blocks smooth speaking, and it is due to anatomical and neurophysiological underpinning factors. In this context of autism, anatomical factors are genetic, but neurophysiological can be reversed via controlled systemic intervention (CSI) that is used in this study. For providing neuropsychological reverse, many interventions have been constructed, but this study is only taking Repeat After Me (RAM) as an intervention using computer-assisted. For achieving neural triggers, this study adopts an experimental methodology. Autistic children were recruited via snowball sampling technique, and they are 48 (mean age=2-6 years, boys=28, girls=20). On their willingness to participate in the study, they were divided into two groups: control and experimental. The interventions were provided within six weeks, and the children were assessed via WSSPI-III before the interventions and after the interventions. The overall results of the study predict that in post-assessments, there is a significant satisfactory result. The study implies that 'RAM' should be adopted by parents in home settings and therapists in institutional settings to expedite neural processing that will help boost children's speaking skills with smooth fluency.

Retracted: Influence of Family Sports Games on the Development of Early Communication Skills in Autistic Children.

[This retracts the article DOI: 10.1155/2022/2621476.].