Social Interaction Skills Research Articles

Pengaruh Terapi Aktivitas Kelompok Sosialisasi (Taks) Terhadap Kemampuan Bersosialisasi dan Interaksi Sosial pada Pasien Gangguan Jiwa dengan Isolasi Sosial di Pondok 99 Kemlagi Mojokerto

In people with mental disorders, the humanistic function is disrupted, so they don't want to relate and talk to other people. Decreased social skills make a person unable to interact effectively and unable to express negative or positive feelings. The purpose of this study was to analyze the effect of socialization group activity therapy on social skills and social interactions in patients with mental disorders. The research design used the Pre-Experimental One Group Pre-test-Post test which was conducted on 33 people with mental disorders who were taken using a total sampling technique. The intervention provided was in the form of socialization group activity therapy (TAKS). The research data was taken using socialization and social interaction observation sheets, then analyzed using the Wilcoxon test. Based on the results of research on social skills before being given TAKS most (69.7%) were in the poor category, after being given TAKS most (66.7%) were in the good category. The results of research on social interaction skills before being given TAKS were mostly (75.8%) in the poor category, while after being given TAKS most (69.7%) were in the good category. The results of the Wilcoxon test (p=0.000) showed that there was an effect on social skills and social interaction after being given socialization group activity therapy. Socialization Group Activity Therapy can improve a person's social skills and social interaction because this therapy is carried out in stages which are divided into five sessions so that it can make the patient open up to other people.

Classroom Manager Communication Abilities and Social Interaction Skills of Language Teachers in Public Secondary Schools

Classroom Manager Communication Abilities and Social Interaction Skills of Language Teachers in Public Secondary Schools

Impairments in facial expression recognition in patients with euthymic bipolar disorders using the facial emotions recognition test

BackgroundPatients with bipolar disorders (BD) have significant impairments in Facial Expression Recognition (FER), an essential social skill for effective social interactions. While the Facial Emotions Recognition Test, 54 photographs by Gaudelus (TREF-54g) has been used in patients with schizophrenia, no study has evaluated FER using this test in BD patients. The TREF-54g meets the International Society for Bipolar Disorders (ISBD) criteria for assessing FER. The objective of this study was to compare FER in patients with euthymic BD versus healthy controls (HC) using the TREF-54g. MethodsThis study included 60 patients with BD diagnosed according to DSM-5 criteria, 30 with bipolar I disorder (BDI) and 30 with bipolar II disorder (BDII) and 60 HC. All groups were matched for age, gender, and years of education. Overall TREF-54g impairment score was defined as a difference of two SD from the group of HC with mean overall accuracy score expressed as a percentage of correct responses. ResultsOverall TREF-54g impairment scores, as well as sub-scores for anger and contempt recognition, were significantly higher in patients with BD versus those in HC. No significant differences in TREF-54g scores were shown between patients with BDI and those with BDII. LimitationsClinical assessments of this study didn't include neurocognition assessments and classification of contempt emotion as a basic emotion remains controversial. ConclusionsWe found significant impairments in FER in patients with euthymic BD, particularly for anger and contempt using the TREF-54g a test that meets ISBD recommendation criteria.

Visual Attention and Cardiac Response to Faces in Relation to Emotion Recognition

Abstract: Rapid and accurate emotion recognition is a crucial skill for social interactions, and visual attention to informative social cues in the environment can facilitate emotion recognition. Studies have found that emotion recognition is also associated with underlying cardiac autonomic responses. The current study examined (1) visual attention and cardiac response (change in heart rate) to emotionally-expressive faces and houses (as a nonsocial control image), and (2) associations between these responses and emotion recognition on the Reading the Mind in the Eyes Test (RMET) in college students. Results showed increased overall attention, but shorter first fixation durations, to faces as compared to houses. Across faces, attention was greater to eyes than mouth, but the magnitude of this difference was dependent on emotion. Analysis of cardiac responses revealed greater heart rate deceleration to happy and fearful faces as compared to neutral faces and houses. Better emotion recognition accuracy on the RMET was related to greater attention to faces, and eyes specifically, as well as greater heart rate deceleration to faces relative to houses. No relations between visual attention and cardiac response were found. The current work points to variations in visual attention and cardiac responses while viewing emotional faces that can be markers of emotion processing ability.

دور الألعاب التربوية في تنمية مهارات التفاعل الاجتماعي لدى أطفال الروضة من وجهة نظر المربيات في محافظة القدس

Objective: This study aimed to identify the role of educational games in developing social interaction skills among kindergarten children from the point of view of educators in the Jerusalem Governorate. Methodology: The researchers used the descriptive analytical method in its quantitative and qualitative styles. Results: All fields and the total score obtained a high score, where the field of the role of educational games in developing the creativity skill obtained first place, while the field of the role of educational games in developing the group communication skill obtained second place, and the field of the role of educational games in developing the adaptation skill obtained third place. The results also showed differences in the age variable in favor of (30-39 years) and the variable of years of experience in favor of (less than 5 years). The results did not show differences in the educational qualification variable on the total score. As for the focus group, its most important results showed the existence of other roles for educational games, the importance of planning educational games, and the scarcity of electronic games in kindergartens. Conclusions: Revealing the pivotal role of educational games in enhancing social interaction among children, taking into account children with special cases and children with talent and high intelligence. Recommendations: Kindergarten curriculum developers should focus on different games for their importance in changing their behavior and developing their social interaction abilities, and developing the abilities of kindergarten teachers to use regular and electronic educational games, as well as identifying children's social interaction skills and the mechanism for developing them. Keywords: Educational games, social interaction, teachers. الهدف: هدفت هذه الدراسة إلى التعرف على دور الالعاب التربوية في تنمية مهارات التفاعل الاجتماعي لدى أطفال الروضة من وجهة نظر المربيات في محافظة القدس. المنهج: أستخدم الباحثان المنهج الوصفي التحليلي بأسلوبيه الكمي والنوعي. النتائج: جميع المجالات والدرجة الكلية حصلت على درجة مرتفعة، حيث حصل مجال دور الالعاب التربوية في تنمية مهارة الابداع على المرتبة الاولى، أما مجال دور الالعاب التربوية في تنمية مهارة الاتصال الجماعي حصل على المرتبة الثانية وحصل مجال دور الالعاب التربوية في تنمية مهارة التكيف على المرتبة الثالثة. وأظهرت النتائج كذلك وجود فروق لمتغير العمر لصالح (30- 39 سنه) ومتغير سنوات الخبرة لصالح (أقل من 5 سنوات) ولم تظهر النتائج وجود فروق على متغير المؤهل العلمي على الدرجة الكلية، أما المجموعة البؤرية أظهرت أهم نتائجها وجود أدوار أخرى للألعاب التربوية، وأهمية التخطيط للألعاب التربوية، وقلة الألعاب الإلكترونية في رياض الاطفال. الاستنتاجات: الكشف عن الدور المحوري للألعاب التربوية في تعزيز التفاعل الاجتماعي بين الأطفال، مع الأخذ بعين الاعتبار الأطفال ذوي الحالات الخاصة والاطفال ذوي الموهبة والذكاء العالي. التوصيات: مراعاة واضعي مناهج رياض الاطفال بالتركيز على الالعاب المختلفة لأهميتها في تغيير سلوكياتهم وتطوير قدراتهم على التفاعل الاجتماعي، وتطوير قدرات المربيات في رياض الأطفال في استخدام الالعاب التربوية العادية والإلكترونية وكذلك التعرف على مهارات التفاعل الاجتماعي لدى الاطفال وآلية تطويرها.

Professional Competence of College Teachers: her Contribution to the Formation of skills of Social Interaction Skills Among Students of Inclusive Groups

Introduction. The article deals with the theoretical and methodological aspect of professional development of teachers of secondary vocational education. The analysis of the practice of colleges has revealed problems related to methodological support regulating the work of teachers in inclusive groups, insufficient level of professional competence of some teachersin the issues of psychological and pedagogical support of special students, difficulties in the organization of work on the formation of skills of social interaction among students of inclusive groups, etc. The analysis of the practice of colleges has revealed problems related to the methodological support regulating the work of teachers in inclusive groups. In thescientific literature, there is a lack of research on the topic of professional competence of college teachers; in particular, the issue of the influence of the level of competence of teachers on the formation of social interaction skills of students is clearly insufficiently covered. Objective. To study the professional competence of college teachers in the issues of formation of social interaction skills among students of inclusive groups and to develop the content of the professional development program for teachers. Materials and methods. The study used diagnostic procedures aimed at studying the professional competence of college teachers in the formation of social interaction skills among students of inclusive groups: questionnaire, informal conversation, observation of classes, adapted methods “Assessment of pedagogical culture of a teacher” (E. V. Bondarevskaya, T. F. Belousova)“Barriers in pedagogical activity”, “Assessment of teacher’s readiness for professional and pedagogical self-development” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov). Results. The experiment has shown that teachers have an insufficient level of professional competence in the issues of formation of social interaction skills in students of inclusive groups. The authors developed a program to improve the professional competence of college teachers. As a result of its mastering, teachers expanded their understanding of the psychological characteristics of students with special educational needs and mastered the methods and techniques of organizing effective social interaction of students of inclusive groups. Discussion. The results of the repeated diagnostic study showed that the approbation of the professional development program contributed to the improvement of the level of competence of college teachers within the existing qualifications necessary for professional activity in the conditions of inclusion. The presented program of professional development can be recommended in the system of training and retraining of teachers of secondary vocational education.

Adoption of Appropriate Agricultural Model for Food Security in Guiping Town, Renshou County, China

This study explores the problems and strategies in modern physical education around the issue of improving students' sports participation. By analyzing factors such as outdated teaching methods, single curriculum design, imperfect evaluation mechanism, insufficient school sports culture atmosphere, and lack of social and family support, the reasons for the low level of students' sports participation are deeply analyzed. The study emphasizes that physical education is not only a means to improve physical fitness, but also an important way to promote students' mental health and cultivate social interaction skills. On this basis, the study proposes specific strategies such as improving teaching methods, optimizing curriculum design, strengthening school sports culture construction, providing diversified sports projects, and family and social support. Through multi-dimensional methods such as gamification teaching, stratified teaching, ability grouping, interest-driven, interdisciplinary integration, and family and community resource sharing, students' participation in sports activities can be effectively improved, thereby improving the effectiveness of physical education. The study pointed out that the purpose of physical education is to help students develop comprehensively in terms of physical fitness, psychological and social abilities through scientific teaching and management, and promote the improvement of their comprehensive quality.

The Relationship Between Motivation, Job Satisfaction and Psychological Well-Being among Special Needs Teachers in Johor

Education is a process and opportunity for students to learn and reap new knowledge. Having an adequate amount of education can help a young student to achieve their ambitions, get a successful career and have high social status. However, special needs education has broader scope, and it does not only focus on taking care of the physical disabilities of the children. It also includes focusing on the children’s academic learning, development from dependence to independent stage and also better social interaction skills throughout their life. All special need teachers deserve to feel comfortable, satisfied and happy with their job. There are many factors that can contribute to job satisfaction, psychological well-being and motivation. Five objectives were created to identify the relationship between motivation, psychological well-being and job satisfaction. Descriptive Statistic had been used to identify the level of each variable for the special needs teacher in Johor while Inferential Statistic like Wilcoxon and Kruskal-Wallis H had been applied to determine which motivation factor (extrinsic-intrinsic) influence special needs teachers the most and is there relationship between all three variables. Finally, it is found that the level of motivation, psychological well-being and job satisfaction is high among the special needs teachers. Also, extrinsic factor is given more importance than intrinsic factor and lastly, it is proven that there is no significant difference in all three variables among special needs teachers

The Mediating Role of Social Interaction Between Parenting Style and Academic Achievement Among University Students

The purpose of this study is to explore the impact of parenting styles in social interaction and academic achievements among university students, with a specific focus on the mediating role of social interaction. Additionally, the study examines the impact of demographic variables such as gender on these relationships. A sample of 250 students (156 females and 94 males) age group 19 to 30 was selected by random sampling method from Government College University Faisalabad. In study the Parenting Authority Questionnaire (PAQ) with 30 items to assess parenting styles and the Social Provisions Scale (SPS) with 24 items to measure social interactions are used to collect the data.Correlational analysis run to measure the relationship of parenting behavior, social interaction and academic achievements. Correlation analysis demonstrated significant relationships among various parenting styles, academic and social interaction scales. Authoritative parenting emerged as the most beneficial style positively influencing both social interaction and academic achievement.Authoritarian parenting, while showing some positive correlation with social interaction, did not demonstrate a significant positive impact on academic achievement. This suggests that while the structured and disciplined environment created by authoritarian parents may foster certain social skills, it might also create an environment that restricts creativity, critical thinking, and the intrinsic motivation needed for academic success. To see the mediating role of social interaction, run the regression analysis. Analysis suggests that while parenting style significantly predicts social interaction, social interaction does not appear to mediate the relationship of parenting style and academic performance. To measure out the gender differences,run independent samples t-test that analysis suggests both males and females have similar levels of social interaction skills and there is no significant difference in PAQ scores between males and females (t = 0.589, p = .498). This indicates that there are no significant effects of parenting styles on gender differences.

The Effectiveness, Benefits and Challenges of the Implementation of Flipped Classroom in English Teaching and Learning: A Systematic Review

The aim of doing this systematic review is to fill up the gap on the benefits, challenges, and impacts of flipped classrooms in English language instruction and learning. The research incorporates data from 36 empirical studies that were published between 2017 and 2023. Examining peer-reviewed literature from databases including Web of Science, ERIC, and Scholar Google, the review's content analysis shows the finding are: Flipped classrooms have a positive impact on (1) student learning outcomes, which increased students’ academic achievement; (2) students’ motivation to learn and classroom engagement; (3) enhances social interaction skills and independent learning through group activities. The challenges include that: (1) Some students lack motivation; therefore, they skip watching lectures and materials on video outside of the classroom; (2) there are Issues related to technology, include unreliable internet connections and insufficient technical assistance and so on will set back the outcome. Despite the potential of the flipped classroom model to promote the effectiveness of English language learning, in order to fully realize this potential, improved technological infrastructure, professional development opportunities for teachers, and the cultivation of students' self-directed learning skills are required to address the pedagogical and technological obstacles that arise during implementation. Future studies should concentrate on standardized assessment techniques, cross-cultural and educational environment comparisons, and long-term learning results.

Characterizing Autism Spectrum Disorder through Fusion of Local Cortical Activation and Global Functional Connectivity using Game-Based Stimuli and a Mobile EEG System.

The deficit in social interaction skills among individuals with autism spectrum disorder (ASD) is strongly influenced by personal experiences and social environments. Neuroimaging studies have previously highlighted the link between social impairment and brain activity in ASD. This study aims to develop a method for assessing and identifying ASD using a social cognitive game-based paradigm combined with electroencephalography (EEG) signaling features. Typically developing (TD) participants and autistic preadolescents and teenagers were recruited to participate in a social game while 12-channel EEG signals were recorded. The EEG signals underwent preprocessing to analyze local brain activities, including event-related potentials (ERPs) and time-frequency features. Additionally, the global brain network's functional connectivity between brain regions was evaluated using phase-lag indices (PLIs). Subsequently, machine learning models were employed to assess the neurophysiological features. Results indicated pronounced ERP components, particularly the late positive potential (LPP), in parietal regions during social training. Autistic preadolescents and teenagers exhibited lower LPP amplitudes and larger P200 amplitudes compared to TD participants. Reduced theta synchronization was also observed in the ASD group. Aberrant functional connectivity within certain time intervals was noted in the ASD group. Machine learning analysis revealed that support-vector machines achieved a sensitivity of 100%, specificity of 91.7%, and accuracy of 95.8% as part of the performance evaluation when utilizing ERP and brain oscillation features for ASD characterization. These findings suggest that social interaction difficulties in autism are linked to specific brain activation patterns. Traditional behavioral assessments face challenges of subjectivity and accuracy, indicating the potential use of social training interfaces and EEG features for cognitive assessment in ASD.

The Application of Graphology in Assessing Deaf People's Communication and Social Interaction Abilities

Graphology, the study of handwriting, has been used to interpret an individual's character and personality. This study examined the application of graphology in assessing the communication and social interaction abilities of deaf people. Deaf individuals face challenges in building social relationships and communicating with others because of their hearing impairment and reliance on nonverbal communication techniques such as sign language. Previous research has explored the potential of graphology in diagnosing attention deficit hyperactivity disorder (ADHD) and mental retardation as well as in revealing the psychological aspects of historical figures. However, few studies have investigated the application of graphology in assessing the counseling needs of deaf individuals. This study employed a qualitative approach to analyze the handwriting samples of deaf participants using graphological techniques. The findings revealed that intensifying and reducing signs in the handwriting of deaf individuals influenced their communication and social interaction abilities. This study highlights the potential of graphology as an alternative assessment tool for understanding the characteristics and conditions of deaf individuals, without relying on oral communication. These results contribute to the field of counseling by providing insights for assessors, such as psychologists and counselors, to develop appropriate interventions and approaches tailored to the unique needs of deaf individuals. Further research is recommended to explore the effectiveness of graphology-based interventions in enhancing communication and social interaction skills of deaf individuals.

Robotic technology in Autism intervention: Design and application of the CARS cat-like robot

This study introduces a novel robotic system designed to aid individuals with Autism Spectrum Disorder (ASD) in enhancing their social communication and interaction skills. Incorporating advanced artificial intelligence, sensors, and image recognition technologies, the robot simulates human social interactions and provides tailored feedback, aiming to improve the quality of life for individuals with ASD. Through a detailed examination of hardware design, software functionalities, and data processing mechanisms, this paper evaluates the system's practical applications and identifies ongoing challenges and potential improvements. The findings suggest that while the robotic system significantly enhances social interaction and learning for autistic individuals, challenges such as technological adaptability, cost, and physical design require further innovation. This research contributes to the field of assistive technologies by offering insights into how robotic systems can be optimized to meet the unique needs of the autism community, thus paving the way for more effective therapeutic tools.

Synthesizing perspectives: Crafting an Interdisciplinary view of social media's impact on young people's mental health.

This study explores the intricate relationship between social media usage and the mental health of young individuals by leveraging the insights of 492 UK school headteachers. It adopts a novel multidisciplinary approach, integrating perspectives from psychology, sociology, education studies, political science, philosophy, media studies, linguistics, social work, anthropology, and health sciences. The application of thematic analysis, powered by ChatGPT-4, identifies a predominantly negative perspective on the impact of social media on young people, focusing on key themes across various disciplines, including mental health, identity formation, social interaction and comparison, bullying, digital literacy, and governance policies. These findings culminated in the development of the five-factor Comprehensive Digital Influence Model, suggesting five key themes (Self-Identity and Perception Formation, Social Interaction Skills and Peer Communication, Mental and Emotional Well-Being, Digital Literacy, Critical Thinking, and Information Perception, and Governance, Policy, and Cultural Influence in Digital Spaces) to focus the impacts of social media on young peoples' mental health across primary and secondary educational stages. This study not only advances academic discourse across multiple disciplines but also provides practical insights for educators, policymakers, and mental health professionals, seeking to navigate the challenges and opportunities presented by social media in the digital era.

The Effectiveness of a Counseling program on Developing Expressive Skills and Social Interaction Skills among Pre-School Children

The study aimed to reveal the effectiveness of a counseling program in developing expressive skills and social interaction among a sample of pre-school children. Five skills were identified for their development: expressive linguistic skills, forming friendships, expressing feelings, social participation, and communicating with others. The semi-experimental approach was used to achieve the objectives of the study. The study tools applied the Expressive Language Scale and the Social Interaction Scale to a sample consisting of selected intentionally (20) children from Al-Qabas Kindergarten in Khartoum. The sample was distributed into two groups, an experimental group and a control group. After applying the two skills scales: the expressiveness and social interaction in the experimental and control groups (pre-post), differences were found between the average scores of the experimental and control groups in the post-application of the expressive skills scale (total), where the arithmetic average of the experimental group’s scores was (4.18), while the arithmetic average of the control group’s scores was (3.62). The study also found that there was an apparent difference between the average scores of the experimental and control groups in the post-application of the (total) social interaction scale, where the arithmetic average of the experimental group’s scores was (4.20), while the arithmetic average of the control group’s scores was (3.55) The study concluded with a number of recommendations, the most important of which is preparing programs to develop expressive linguistic skills among pre-school children.

Peran Komunikasi Orang Tua Dengan Pihak Sekolah Tadika Didik Bestari Gemilang Dalam Layanan Anak Autisme di Lembaga Pendidikan Anak Usia Dini

This research aims to analyze the role of inclusive education in optimizing the development of children with autism, with a focus on the Tadika Didik Bestari Gemilang School in Malaysia. The research method used is a case study with a qualitative approach. Data collection techniques used in this research include interviews, in-depth observations with parents and teachers and documentation studies at the research location. The data analysis technique used is qualitative data analysis technique, which includes data collection, data reduction, data presentation, and drawing conclusions. The results showed that BL, a child with autism, experienced significant positive changes in social interaction, language, behavior and fine motor skills after joining an inclusive school. Effective collaboration between parents, teachers, and special educators in schools plays a crucial role in supporting BL development. The conclusion of this research is that inclusive education not only facilitates the active participation of children with autism in the learning process, but also supports them in achieving their full potential in a supportive educational environment.

Atypical local and global biological motion perception in children with attention deficit hyperactivity disorder

Perceiving biological motion (BM) is crucial for human survival and social interaction. Many studies have reported impaired BM perception in autism spectrum disorder, which is characterised by deficits in social interaction. Children with attention deficit hyperactivity disorder (ADHD) often exhibit similar difficulties in social interaction. However, few studies have investigated BM perception in children with ADHD. Here, we compared differences in the ability to process local kinematic and global configurational cues, two fundamental abilities of BM perception, between typically developing and ADHD children. We further investigated the relationship between BM perception and social interaction skills measured using the Social Responsiveness Scale and examined the contributions of latent factors (e.g. sex, age, attention, and intelligence) to BM perception. The results revealed that children with ADHD exhibited atypical BM perception. Local and global BM processing showed distinct features. Local BM processing ability was related to social interaction skills, whereas global BM processing ability significantly improved with age. Critically, general BM perception (i.e. both local and global BM processing) may be affected by sustained attentional ability in children with ADHD. This relationship was primarily mediated by reasoning intelligence. These findings elucidate atypical BM perception in ADHD and the latent factors related to BM perception. Moreover, this study provides new evidence that BM perception is a hallmark of social cognition and advances our understanding of the potential roles of local and global processing in BM perception and social cognitive disorders.

Atypical local and global biological motion perception in children with attention deficit hyperactivity disorder

Perceiving biological motion (BM) is crucial for human survival and social interaction. Many studies have reported impaired BM perception in autism spectrum disorder, which is characterised by deficits in social interaction. Children with attention deficit hyperactivity disorder (ADHD) often exhibit similar difficulties in social interaction. However, few studies have investigated BM perception in children with ADHD. Here, we compared differences in the ability to process local kinematic and global configurational cues, two fundamental abilities of BM perception, between typically developing and ADHD children. We further investigated the relationship between BM perception and social interaction skills measured using the Social Responsiveness Scale and examined the contributions of latent factors (e.g. sex, age, attention, and intelligence) to BM perception. The results revealed that children with ADHD exhibited atypical BM perception. Local and global BM processing showed distinct features. Local BM processing ability was related to social interaction skills, whereas global BM processing ability significantly improved with age. Critically, general BM perception (i.e. both local and global BM processing) may be affected by sustained attentional ability in children with ADHD. This relationship was primarily mediated by reasoning intelligence. These findings elucidate atypical BM perception in ADHD and the latent factors related to BM perception. Moreover, this study provides new evidence that BM perception is a hallmark of social cognition and advances our understanding of the potential roles of local and global processing in BM perception and social cognitive disorders.

Improving Students' Social Interaction through Nojapi-Japi Traditional Game at SD Negeri Kele'I

The decline in academic achievement and student social interaction is partly due to the excessive use of technology by students at school and at home. In order to maintain social interaction in the classroom and ensure students are more familiar with the culture around them, the influence of changes in modern technology must be balanced with traditional learning media. However, this study identified a low social interaction of students in learning in class IV SDN Kele'I East Pamona District. The research method employed was classroom action research based on the Kemmis and McTaggart flow. The objective of this study was to enhance students' social interaction in social studies subjects in class IV SDN Kele'i by implementing the traditional game nojapi-japi. This study utilized class IV SDN Kele'i, which comprised 20 individuals, including 11 female students and 9 male students. Data collection was conducted on student and teacher activities. The results of the study indicated that 70% of students demonstrated sufficient social interaction skills, 25% exhibited limited skills, and 5% displayed very poor skills. The overall average score for Cycle I was 62.25%. Therefore, it was deemed necessary to continue the study in Cycle II. The results of the second cycle of the study indicated that 30% of students exhibited exemplary social interaction skills, 45% demonstrated proficient social interaction abilities, and 25% demonstrated satisfactory social interaction skills, with an average score of 82.75%.

Impact of physical exercise on behavioral and social features in individuals with autism spectrum disorder

Background and Study Aim. Physical exercise is linked with several physical and psychological health advantages. A range of investigations has revealed the presence of a significant association between physical exercise and indicative improvements in subjects with Autism Spectrum Disorder (ASD). This systematic review aims to update the literature about the impact of physical exercise interventions on social, behavioral, and other outcomes for individuals with ASD. Materials and Methods. The study design followed the PRISMA guidelines. A systematic search of electronic databases—PubMed, Google Scholar, Science Direct, and Jane Publications—was performed from 2010 to December 2023. We searched for related research papers in English using keywords 'Autism Spectrum Disorder,' 'exercise,' and 'physical activity. Results. This systematic review employed a four-stage screening process, which resulted in the inclusion of 18 trial studies. The intervention period varied from three to forty-eight weeks, with a frequency of 3-7 times per week. The results demonstrated that physical exercise had a substantial positive impact on communication, social interaction, and motor skills in subjects with Autism Spectrum Disorder (ASD). Conclusions. This review supports physical exercise as a powerful tool in decreasing stereotypical behaviors, and in improving social communication and motor skills in subjects diagnosed with ASD. Regular physical exercise therapy can have a greater effect on improving the quality of life for ASD subjects.