Benchmarks of Social Treatment for Children with Autism (original) (raw)
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SOCIAL DEVELOPMENT IN CHILDREN WITH AUTISM: A REVIEW ARTICLE
The first 6-8 years of a child's life, known as the early childhood stage. Early childhood stage is important as a foundation for the inculcation of social and personal habits and values. "Social Development is equality of social opportunities." The focus of this paper is on early development of social skill in children with autism. Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD).Autism is a neurodevelopmental disorder defined by impairments in social and communication development, accompanied by stereotyped patterns of behavior and interest.Children with autism display significant social deficits that negativelyimpact daily functioning and may lead to serious mental health problems. By elementary school, they have significant social relational problems; the majority experience great difficulty initiating and maintaining friendships with same-aged peers. Social skills are important for preparing young people to mature and succeed in their adult roles within the family, workplace, and community. Social skills allow people to succeed not only in their social lives, but also in their academic, personal, and future professional activities.Young children acquire social knowledgeand skills in play. It is within play that they learn to coordinate interpersonal skills such as turn-taking and reciprocity and learn the strategies necessary for collaborative and symbolic pretend play. Through social play, children learn and practice social skills such as asking to enter into peer or play groups and inviting others to play.
Analysis of social interactions as goal-directed behaviors in children with autism
Researchers debate whether the social impairments in autism result from a social or cognitive deficit because of the complex cognitive processing required (Waterhouse & Fein, 1991). Interactions require ability to attend to a multitude of cues and to interpret and respond to these cues appropriately for the social context (Howlin, 1986). Social behaviors have been linked to attentional functioning (Courchesne, 1994; Dawson et al., 1998) and executive function (Rogers, 1998) abilities that mediate rapid shifting of attention, processing of complex stimuli, and maintenance of goal-directed behaviors. Social interaction studies that occur in children's own environments have been advocated (
. International Journal of Academic Research in Progressive Education and Development, 2021
The purpose of this study is to develop an early intervention guideline for autism spectrum disorder (ASD) children in Jordan. The objectives of this early intervention guideline are to improve the social skills of children with autism spectrum disorder and to train parents on the most important methods used in training their ASD children in communication. This study is a quantitative study which employs quasi-experimental design. The sample will be divided into one control group and one experimental group. The researchers will use the questionnaire as a tool to measure the families’ needs and identify children’s deficiency in social behaviour and communication skills. This study consists of three stages. During the first stage, the questionnaires in Google form will be distributed to mothers of ASD children by random sampling. The data will be analyzed and the elements in the questionnaire will be validated. During the second stage, guidelines for the experimental group will be provided. During the third stage, the researcher will analyze the results and determine the effectiveness of early intervention guideline. The implication of this study is this early intervention guideline can be practiced among the families of ASD children in order to improve the social skills of their children.
European Journal of Developmental Psychology, 2018
The ability to process social information is part of the social cognition construct and it includes the ability to select the appropriate social responses. Children with Autism Spectrum Disorder (ASD) show difficulties in these competences that could compromise the development of adequate social behaviour. The aim of the study was to examine the development of the ability to process social cues across the Social Information Processing Interview (SIP-I) conducted with 38 children with ASD compared with 39 children with typical development using cross-sectional developmental trajectory analysis. Children with ASD showed slower development of complex abilities according to the SIP-I measures, particularly for the response construction component. This component evaluates the capacity of a child to put himself/herself in the shoes of other people and try to explain how he/she would act in the same situation. Slower development of this competence could explain the difficulty encountered by children with ASD in interacting with their peers and making an adequate behavioural response.
Review Journal of Autism and Developmental Disorders, 2019
Generalization and maintenance of intervention outcomes are of paramount importance in achieving socially significant outcomes within applied behavior analysis. Social skills interventions for young children with autism spectrum disorders (ASD) are widely represented within the empirical literature; however, generalization and maintenance outcomes are often under reported. While recognition of the importance of generalization and maintenance is increasing, there is a lack of research systematically evaluating these outcomes and the factors that support successful generalization and maintenance. The current review aimed to investigate the status of generalization and maintenance within the social skills intervention literature for preschool age children with ASD. A total of 57 studies which measured generalization and/or maintenance of social skills intervention outcomes were included in the current review and evaluated regarding generalization and maintenance data collection and assessment, generalization-promotion strategies employed, generalization and maintenance outcomes, and factors posited to influence these outcomes.
Quantifying Social Development in Autism
Journal of the American Academy of Child & Adolescent Psychiatry, 1993
Objective: This study was concerned with the development of quantitative measures of social development in autism. Method: Multiple regression equati ons predictin g social , communicative, and daily living skills on the Vineland Adaptive Behavior Scales were derived from a large, normative sample and applied to groups of autistic and nonautistic, developmentally disordered children. Predicti ve model s included either mental or chronologica l age and other relevant variables. Results: Social skills in the autistic group were more than two standard deviations below those predicted by their mental age; an index derived from the ratio of actual to predicted social skills correctly classified 94% of the autistic and 92% of the nonautistic, developmentally disordered cases. Conclusions: The findings are consistent with the idea that social disturbance is central in the definition of autism. The approa ch used in this study has potential advantages for providing more precise measures of social development in autism.
Interventions That Facilitate Socialization in Children with Autism
Journal of Autism and Developmental Disorders, 2000
Social dysfunction is perhaps the most defining and handicapping feature of autism. Improved social functioning has long been considered one of the most important intervention outcomes. A variety of social interventions have been designed, empirically examined, and published in the autism literature. Children with autism have been found to be responsive to a wide variety of interventions aimed at increasing
Journal of Autism and Developmental Disorders, 2013
The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants' vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants' interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted.