Social Communication Abilities Research Articles

Parental involvement in robot-mediated intervention: a systematic review

IntroductionOver the years, the conceptual approach to pediatric rehabilitation has reevaluated the parent's role in the therapeutic process, considering parental involvement as a necessary condition for the effectiveness of the intervention. In the field of pediatric intervention, the therapeutic use of robots represents a growing clinical interest, but the feasibility and applicability of these robotic interventions, including those involving parents, remain unclear. This systematic review aims to investigate parental involvement in robot-mediated interventions (RMI) for children and adolescents in the current literature. Our main goal is to analyze and summarize all existing studies to discuss and draw future research directions and implications for clinical practice.MethodAfter collecting results from 1,106 studies, the studies selected were analyzed using thematic analysis. The literature review was conducted in accordance with the PRISMA guidelines by searching databases such as PubMed and Web of Science until 07 February 2023. Studies that met the following inclusion criteria were included: (1) the use of a robot as a therapeutic-rehabilitation tool and (2) the presence/involvement of parents/caregivers in child-robot therapeutic sessions.ResultsA total of 10 articles were included. The extracted data included study design, participant characteristics, type of robot used, outcome measures, aim, and type of intervention. The results reveal that parental involvement in RMI could be feasible and useful in improving intervention efficacy, particularly in improving the child's social-communicative abilities and the caregiver's educational skills.DiscussionRMI intervention with parental participation could be a useful therapeutic strategy in pediatrics. However, to date, few studies have investigated this specific topic, and the reported results may enhance future research to understand its effectiveness in specific areas of use.Systematic review registrationidentifier: CRD42024553214.

The Future of Speech Therapy for Autism: Bridging Technology and Personalized Care

Researchers have been working on autism since the 1980s [1]. Autism spectrum disorder (AUD) is a complex neurodevelopment condition that affects people's interaction with others, behavior, communication, and social interaction. Although autism may be a lifelong condition, appropriate support, services, and treatments can improve a person's symptoms and daily functioning. Individuals with autism often face challenges with speech and language development are prominent. Speech therapy (ST) plays a role in gaining control over verbal communication. An effective speech therapy can enhance the quality of life by addressing communication difficulties. Traditionally, the treatment of autism has a multidisciplinary approach that aims to address the diverse needs of individuals on the spectrum. Advancements in technology are revolutionizing the field by offering various possibilities for personalized care and improved outcomes. Healthcare professionals diagnose autism by assessing a person's development patterns and behaviors. Currently, speech therapy is delivered through face-to-face interactions with a trained therapist. Because parents of autistic children consistently identify language and social communication skills as a top priority. This approach has limitations, like scheduling conflicts, limited access to geographical constraints, and specialized care [2]. Telepractice platforms and virtual reality systems (VR), offer novel opportunities for accessible, personalized, and engaging therapy experiences. Telepractice is an online therapy service via technology-based platforms that allows long-distance interventions, breaking geographical barriers and expanding access to specialized care. Specifically, telepractice capitalized on communication practices such as video conferencing, and data tracking tools to facilitate effective communications and reduce barriers like distance. It is a very effective and low-cost method for conducting and completing online sessions for individuals with autism spectrum disorder [3]. The use of mobile technology in various countries become a necessity in the lives of people and also makes it a potential medium of intervention for people diagnosed with autism. It also enhances social skills, language development, and communication abilities. Virtual reality is an essential tool for healthcare intervention, offering realistic scenarios for practicing communication strategies and social interaction. Virtual reality interventions can lead to more stable and faster communication skills over time [4]. Advancements in artificial intelligence has enabled therapists to analyze data and identify patterns to meet the unique needs of each individual with autism. Technology is poised to facilitate collaboration and communication among individuals, and promote consistency across various settings. Researchers are involved in creating and training robots to interact with autistic children. We can empower individuals with autism to reach their full communication potential with the help of these latest technologies.

Mechanism of the effect of TREM2 on cognitive function in autistic mice.

This study aimed to investigate the mechanism of the effect of TREM2 on cognitive function in autistic mice. TREM2 overexpression and knockdown viruses were given to autism spectrum disorder (ASD) mice and BV2 microglia cell line. To assess cognitive performance, all groups of mice took part in the open field, new object recognition, Morris water maze, and three-box social experiments. Double immunofluorescence labeling demonstrated co-localization of LC3II and NeuN. Proteins from the PI3K/Akt/mTOR pathway were identified. In vivo, behavior studies revealed that TREM2 could successfully improve ASD mice's social interaction and cognitive performance. Besides, we discovered that TREM2 could increase autophagy in ASD mice. In vitro, overexpressing TREM2 reduced the expression of PI3K/AKT/mTOR pathway proteins, whereas knocking down TREM2 increased the expression of PI3K/AKT/mTOR pathway proteins. In conclusion, TREM2 could inhibit PI3K/Akt/mTOR signaling pathway, enhance autophagy, and improve the social communication ability and cognitive function of ASD mice.

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.

Neural correlates of response to joint attention in 2-to-5-year-olds in relation to ASD and social-communicative abilities: An fNIRS and behavioral study.

Autism spectrum disorder (ASD) is associated with life-long challenges with social cognition, and one of its earliest and most common manifestations is atypical joint attention, which is a pivotal skill in social-cognitive and linguistic development. Early interventions for ASD children often focus on training initiation of joint attention (IJA) and response to joint attention bids (RJA), which are important for social communication and cognition. Here, we used functional near-infrared spectroscopy and behavioral measures to test typically developing (TD, n = 17) and ASD children (n = 18), to address the relationship between the neural correlates of RJA and social-communicative behavior. Group-level differences were present for RJA-specific activation over right temporal sites, where TD children showed higher levels of activation during RJA than ASD children, whereas the two groups did not differ in the control condition. Correlations between neural activation and behavioral traits suggest that, in ASD children, neural activation during RJA is related to the frequency of RJA behavior when the former is measured over left temporal sites, and to social affect symptoms when considered for right temporal sites. Possible implications of the evidenced correlations are discussed.

Enhancing perspective-taking and empathy in children with autism spectrum disorder through asymmetric VR games and peer collaboration

ABSTRACT Children with ASD experience pervasive social cognitive impairments, primarily manifested as challenges in social communication and reciprocal social behavior. These inherent deficits indirectly affect the development, based on the Theory of Mind, and empathy capacity in children with ASD, which are crucial in developing social skills and communicative interaction abilities. Research suggests that children with ASD struggle to judge and interpret the intentions, behaviors, and metaphors involved in social interaction. This impacts their abilities to engage in effective interpersonal communication and social interaction. Therefore, the present study developed a tool called Share VR. This asymmetric VR technology combines peer collaboration and cooperative games to hone the empathetic abilities in children with ASD. The objective is to stimulate the application of their abilities while enhancing their understanding of others’ behavioral intentions. In the experimental verification phase, the study recruited five children with ASD and three typically developing children to participate in Asymmetric VR multiplayer games. The games involved cooperation, competition, and exploration across three different game levels. Further, we used a three-stage experimental validation using a multiple-baseline across subjects design to confirm whether this method effectively enables children with ASD to acquire empathy through peer collaboration, game participation, and cooperative assistance.

Visual statistical learning in preverbal infants at a higher likelihood of autism and its association with later social communication skills.

Visual statistical Learning (SL) allows infants to extract the statistical relationships embedded in a sequence of elements. SL plays a crucial role in language and communication competencies and has been found to be impacted in Autism Spectrum Disorder (ASD). This study aims to investigate visual SL in infants at higher likelihood of developing ASD (HL-ASD) and its predictive value on autistic-related traits at 24-36 months. At 6 months of age, SL was tested using a visual habituation task in HL-ASD and neurotypical (NT) infants. All infants were habituated to a visual sequence of shapes containing statistically predictable patterns. In the test phase, infants viewed the statistically structured, familiar sequence in alternation with a novel sequence that did not contain any statistical information. HL-ASD infants were then evaluated at 24-36 months to investigate the associations between visual SL and ASD-related traits. Our results showed that NT infants were able to learn the statistical structure embedded in the visual sequences, while HL-ASD infants showed different learning patterns. A regression analysis revealed that SL ability in 6-month-old HL-ASD infants was related to social communication and interaction abilities at 24-36 months of age. These findings indicate that early differences in learning visual statistical patterns might contribute to later social communication skills.

Generalisation of Social Communication Skills by Autistic Children During Play-Based Assessments Across Home, School and an Unfamiliar Research Setting.

We investigated autistic children's generalisation of social communication over time across three settings during a play-based assessment with different adults and explore the potential moderating effects on generalisation of age, nonverbal IQ and level of restricted and repetitive behaviours. The social communication abilities of 248 autistic children (2-11years, 21% female, 22% single parent, 60% white) from three UK sites were assessed from 1984 video interactions in three contexts with three different interaction partners (parent/home, teaching assistant/school, researcher/clinic) at baseline, midpoint (+ 7m) and endpoint (+ 12m) within the Paediatric Autism Communication Trial-Generalised (PACT-G), a parent-mediated social communication intervention. Children's midpoint social communication at home generalised to school at midpoint and to clinic at endpoint. Generalisation was stronger from home to school and clinic than school to home and clinic. Generalisation was not moderated by age, nonverbal IQ or restricted and repetitive behaviour. Broader child development did not explain the pattern of results. The current study is the largest study to date to explore generalisation with autistic children and provides novel insight into their generalisation of social communication skills. Further research is needed to gain a more comprehensive understanding of facilitators of generalisation across settings and interaction partners in order to develop targeted strategies for interventions to enhance outcomes for young autistic children.

Patterns of spontaneous neural activity associated with social communication abilities among infants and toddlers showing signs of autism.

Early disruptions to social communication development, including delays in joint attention and language, are among the earliest markers of autism spectrum disorder (autism, henceforth). Although social communication differences are a core feature of autism, there is marked heterogeneity in social communication-related development among infants and toddlers exhibiting autism symptoms. Neural markers of individual differences in joint attention and language abilities may provide important insight into heterogeneity in autism symptom expression during infancy and toddlerhood. This study examined patterns of spontaneous electroencephalography (EEG) activity associated with joint attention and language skills in 70 community-referred 12- to 23-month-olds with autism symptoms and elevated scores on an autism diagnostic instrument. Data-driven cluster-based permutation analyses revealed significant positive associations between relative alpha power (6-9Hz) and concurrent response to joint attention skills, receptive language, and expressive language abilities. Exploratory analyses also revealed significant negative associations between relative alpha power and measures of core autism features (i.e., social communication difficulties and restricted/repetitive behaviors). These findings shed light on the neural mechanisms underlying typical and atypical social communication development in emerging autism and provide a foundation for future work examining neural predictors of social communication growth and markers of intervention response.

Infants' reorienting efficiency depends on parental autistic traits and predicts future socio-communicative behaviors.

Attentional reorienting is dysfunctional not only in children with autism spectrum disorder (ASD), but also in infants who will develop ASD, thus constituting a potential causal factor of future social interaction and communication abilities. Following the research domain criteria framework, we hypothesized that the presence of subclinical autistic traits in parents should lead to atypical infants' attentional reorienting, which in turn should impact on their future socio-communication behavior in toddlerhood. During an attentional cueing task, we measured the saccadic latencies in a large sample (total enrolled n = 89; final sample n = 71) of 8-month-old infants from the general population as a proxy for their stimulus-driven attention. Infants were grouped in a high parental traits (HPT; n = 23) or in a low parental traits (LPT; n = 48) group, according to the degree of autistic traits self-reported by their parents. Infants (n = 33) were then longitudinally followed to test their socio-communicative behaviors at 21months. Results show a sluggish reorienting system, which was a longitudinal predictor of future socio-communicative skills at 21months. Our combined transgenerational and longitudinal findings suggest that the early functionality of the stimulus-driven attentional network-redirecting attention from one event to another-could be directly connected to future social and communication development.

An Attention-Based Hybrid Optimized Residual Memory Network (AHRML) Method for Autism Spectrum Disorder (ASD) Detection

A neurological condition known as autism spectrum disorder (ASD) is marked by issues with speech, socializing, and monotonous activities. Even if genetics is the primary cause, prompt identification is vital, and using machine learning presents an intriguing opportunity to diagnose the condition more quickly and affordably. Even so, the specific problems of increased computational costs, extended execution times, and decreased efficacy concern the conventional approaches. In order to provide the highest level of disease prediction accuracy, the objective of the proposed study is to develop an automated tool for ASD detection that integrates a number of cutting-edge mining approaches. This study proposes a computer-aided and ultra-light framework called attention-based hybrid optimized residual memory network (AHRML) for accurate and efficient ASD detection. Here, a new hybridized Arithmetic Harris Hawks Optimizer is employed to minimize the dimensionality of features in order to streamline the disability identification process. Moreover, a sophisticated deep learning technique called attention-based residual term memory is developed to reliably and less frequently identify ASD from the provided data. The authors employed the ASD dataset to train and test the proposed model. The dataset includes demographic data (age and gender), behavioral characteristics (social skills and communication abilities), and ASD diagnosis data. In addition, a range of parameters were used to validate and test the proposed AHRML model’s performance using the popular ASD dataset.

Disrupted cognitive and affective empathy network interactions in autistic children viewing social animation.

Empathy can be divided into two core components, cognitive empathy (CE) and affective empathy (AE), mediated by distinct neural networks. Deficient empathy is a central feature of autism spectrum conditions (ASCs), but it is unclear if this deficit results from disruption solely within empathy networks or from disrupted functional integration between CE and AE networks. To address this issue, we measured functional connectivity (FC) patterns both within and between empathy networks in autistic children (4-8 years, n = 31) and matched typically developing (TD) children (n = 26) using near-infrared spectroscopy during the presentation of an animated story evoking CE and AE. Empathy and social communication ability were also assessed using the Empathy Quotient/Systemizing Quotient (EQ/SQ) and Social Responsiveness Scale, respectively. The results showed that the FC in the AE network of autistic children did not differ from the TD group across conditions; however, the ASC group showed weaker FC in the CE network under the CE condition and weaker FC between networks when processing AE information, the latter of which was negatively correlated with EQ scores in ASC. The empathy defect in ASC may involve abnormal integration of CE and AE network activities under AE conditions.

Intrinsic Mechanisms of Facial Expression Recognition Defects in Children with Autism

The difficulty of facial expression recognition in autistic children mainly includes the inability to accurately understand the emotions and intentions of others, and shows the lack of facial expression response in social interaction. This defect has caused problems with their adaptation and understanding of others in social communication. Multiple hypotheses have been proposed about the intrinsic mechanism of facial expression recognition defects in children with autism. Children with autism may lack the development of psychological theory, causing them to correctly interpret and understand facial expressions with emotional[1]. Neurobiological factors may influence the areas of facial expression processing in the brain of autistic children, leading to their abnormalities in the transmission of neural circuits. In addition, children with autism may have abnormalities in brain function, making it difficult for them to effectively process and interpret information about facial expressions. Therefore, it is very important to further investigate the intrinsic mechanism of facial expression recognition defects in autistic children and the development of related treatments, which can help to improve the social communication ability and improve their quality of life of autistic children.

Research on the Present Situation and Cultivation Strategy of Children's Social Communication Ability from the Perspective of Family-Kindergarten Coeducation

Family and kindergarten are the most vital places for children's life and education. Only by implementing family-kindergarten coeducation can we create a better growing environment for children and empower their peer communication. This study found three main problems, including children's poor peer communication ability, parents' insufficient sense of responsibility, and the severely limited development of family-kindergarten coeducation. Based on the above problems, this study puts forward that teachers should conduct targeted guidance according to the social communication needs of children in different age classes. Parents should improve their educational awareness and scientifically guide children to establish correct communication concepts. Meanwhile, kindergarten takes a dual approach to break through the communication barriers of family-kindergarten coeducation.

Parent-implemented interventions in Chinese families of children with autism spectrum disorder

This study aims to test the effects of the parent-implemented interventions (PIIs) on children with autism spectrum disorder (ASD) in China and to explore the effects of PIIs on the family quality of life of families of children with ASD in China. This study adopted a randomized controlled trial (RCT) design based on PIIs. Participants is divided into intervention group (N(parents) = 35, Age(M ± SD) = 35.69 ± 3.45; N(children) = 35, Age(M ± SD) = 5.49 ± 2.74) and control group (N(parents) = 35, Age(M ± SD) = 36.06 ± 4.28; N(children) = 35, Age(M ± SD) = 5.71 ± 3.25); parents in intervention group were trained with PIIs and required to implement family interventions for their children with ASD as they learned. This study will provide data to support the development and improvement of PIIs, and will also benefit the well-being and sustainability of children with ASD and their families. Compared to control group, the children in intervention group had a significant improvement in social communication ability (p < 0.05), and the families in intervention group had a significant enhancing in family quality of life (satisfaction) (p < 0.001). This study found that PIIs are effective in enhancing the social communication ability of children with ASD in China and the family quality of life (satisfaction) of their families. PIIs is a good and cost-effective complement to rehabilitation training in professional institutions, and have positive significance for the well-being and sustainability of children with ASD and their families.

RESEARCH ON THE DEVELOPMENT PATH OF IMPOVERISHED STUDENTS IN FUNDED UNIVERSITIES BASED ON ERG THEORY

This study aims to explore the influence of these developments on the development of impoverished students in universities supported by economic assistance by studying the survival and development, relationship development, and growth development of impoverished students. The impoverished students from three universities in Jiangxi Province, China, provided 274 questionnaires as a data resource for this study. Through the analysis of SEM (structural equation modeling), this study found that the survival and relationship development of funded impoverished students affect the development of impoverished students in universities. The growth and development of impoverished students are not significant because the impact of impoverished students still in poverty on the development of impoverished students is not very significant. It is worth noting that the development of the ability to adapt to the environment and social communication abilities plays the most important role in the intensity of the development of impoverished students in universities. Economic assistance in colleges and universities is the best means to meet the material needs of poor college students and is a prerequisite for their survival and relationship development.

Caregiver-reported infant motor and imitation skills predict M-CHAT-R/F

ABSTRACT Altered motor and social-communicative abilities in infancy have been linked to later ASD diagnosis. Most diagnostic instruments for ASD cannot be utilized until 12 months, and the average child is diagnosed substantially later. Imitation combines motor and social-communicative skills and is commonly atypical in infants at risk for ASD. However, few measures have been developed to assess infant imitation clinically. One barrier to the diagnostic age gap of ASD is accessibility of screening and diagnostic services. Utilization of caregiver report to reliably screen for ASD mitigates such barriers and could aid in earlier detection. The present study developed and validated a caregiver-report measure of infant imitation at 4, 6, and 9 months and explored the relationship between caregiver-reported imitation and motor abilities with later ASD risk. Participants (N = 571) were caregivers of term and preterm infants recruited as part of a large multi-site study of PediaTrac™, a web-based tool for monitoring and tracking infant development. Caregivers completed online surveys and established questionnaires on a schedule corresponding to well-child visits from birth to 18 months, including the M-CHAT-R/F at 18 months. Distinct imitation factors were derived from PediaTrac at 4, 6, and 9 months via factor analysis. The results supported validity of the imitation factors via associations with measures of infant communication (CSBS; ASQ). Imitation and motor skills at 9 months predicted 18-month ASD risk over and above gestational age. Implications for assessment of infant imitation, detecting ASD risk in the first year, and contributing to access to care are discussed.

Research on the Effect of Dance Therapy on Improving Social Communication Ability of Children with Autism

Research on the Effect of Dance Therapy on Improving Social Communication Ability of Children with Autism

Autism Spectrum Disorder with Epilepsy: A Research Protocol for a Clinical and Genetic Study.

Autism spectrum disorder (ASD) is a common neurodevelopmental condition affecting ~1% of people worldwide. Core ASD features present with impaired social communication abilities, repetitive and stereotyped behaviors, and atypical sensory responses and are often associated with a series of comorbidities. Among these, epilepsy is frequently observed. The co-occurrence of ASD and epilepsy is currently thought to result from common abnormal neurodevelopmental pathways, including an imbalanced excitation/inhibition ratio. However, the pathological mechanisms involved in ASD-epilepsy co-morbidity are still largely unknown. Here, we propose a research protocol aiming to investigate electrophysiological and genetic features in subjects with ASD and epilepsy. This study will include a detailed electroencephalographic (EEG) and blood transcriptomic characterization of subjects with ASD with and without epilepsy. The combined approach of EEG and transcriptomic studies in the same subjects will contribute to a novel stratification paradigm of the heterogeneous ASD population based on quantitative gene expression and neurophysiological biomarkers. In addition, our protocol has the potential to indicate new therapeutic options, thus amending the current condition of absence of data and guidelines for the treatment of ASD with epilepsy.

ERG 이론을 바탕으로 한 바이마장족(白马藏族)지역사회 환경 의 고령친화적 개선 방안 연구

The elderly in rural areas are faced with the dilemma of poor community environment, weak social communication ability and insufficient pension knowledge reserve. In addition, due to the serious shortage of social security facilities in rural areas and medical resources, the elderly are struggling, and the suicide rate is far higher than that in urban areas. In order to make the elderly have a comfortable pension environment and face the increasingly serious aging problem with a positive attitude, this paper takes the community environment of the Baima Tibetan elderly in Tielou Township, Gansu Province as the research object of aging transformation. First of all, literature data were used to carry out research on the aging transformation in rural areas. On the basis of sorting out previous research topics, ERG theory was determined as the guide. Secondly, the research methods of on-site investigation, interview and other research methods are adopted to investigate the number of left-behind elderly people in this area, and classify them according to the national standards. At the same time, the image of the current situation of the community environment of the elderly. Finally, combined with the ERG theory, the transformation design of the elderly living environment is implemented, mainly from the three aspects of survival, mutual relationship and growth.