On Educational psychology: A cognitive view.

This article presents a longitudinal study with four children with autism, who were exposed to a humanoid robot over a period of several months. The longitudinal approach allowed the children time to explore the space of robot–human, as well as human–human interaction. Based on the video material documenting the interactions, a quantitative and qualitative analysis was conducted. The quantitative analysis showed an increase in duration of pre-defined behaviours towards the later trials. A qualitative analysis of the video data, observing the children’s activities in their interactional context, revealed further aspects of social interaction skills (imitation, turn-taking and role-switch) and communicative competence that the children showed. The results clearly demonstrate the need for, and benefits of, long-term studies in order to reveal the full potential of robots in the therapy and education of children with autism.

/pdf/robotic-assistants-in-therapy-and-education-of-children-with-4lh12yfuap.pdf

Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills?

Imitative deficits have been associated with autistic spectrum disorder (ASD) for many years, most recently through more robust methodologies. A fresh, systematic review of the significance, characteristics, and underlying mechanism of the association is therefore warranted. From 121 candidates, we focused on 21 well-controlled studies involving 281 cases of ASD. Overall, children with ASD performed worse on imitative tasks (Combined Logit p value < .00005). The emerging picture is of delayed development in imitation, implicating a deficit in mapping neural codings for actions between sensory and motor modalities, rather than in motivation or executive function. We hypothesise that ASD is characterised by abnormal development of these mappings, such that they are biased towards object-oriented tasks at the expense of those required for action imitation per se.

A Systematic Review of Action Imitation in Autistic Spectrum Disorder

simple practical skills and social adaptation from early childhood and that abnormalities were recognisable from the second year of life. Many clinicians diagnose on their interpretation of Asperger’s clinical descriptions, rather than insisting on normal development before 3 years in the areas mentioned. In this article, a simple system of subgrouping based solely on a description of the type of social impairment will be used, which avoids the confusion inherent in trying to identify the named syndromes. This simple subgrouping has proved helpful in clinical practice even though the groups are no more sharply differentiated and permanent than in any other existing method of classification in the specialty.

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(97)09218-0.pdf

The Autistic Spectrum

the teacch approach to autism spectrum disorders is available in our book collection an online access to it is set as public so you can get it instantly. Our books collection spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the the teacch approach to autism spectrum disorders is universally compatible with any devices to read.

The TEACCH Approach to Autism Spectrum Disorders

The article considers the nature of the presumed social play deficit in autistic spectrum disorders (ASDs). The nature of play and its typical development is outlined and discussed in relation to play development in ASDs. It is suggested that social play is a confluence of two strands of development that are affected in autism: social and emotional development, and the cognitive development of play. It is shown that social play develops in a transactional way and in ASDs initial social difficulties prevent the development of social interaction, with its role in eliciting and enriching spontaneous play. At the same time, cognitive and affective difficulties prevent the play of children with autism developing to the extent of attracting other children and being of a complexity from which social play might develop. This cycle of impoverished play opportunities for children with ASDs may be broken through direct teaching and there are encouraging models of teaching social play with some success.

Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches

Social aspects of development in autism emotional aspects of development in autism the development of communication in autism the development of language in autism the development of thinking in autism managing behaviours in autism curriculum issues in autism entitled to an appropriate education.

Understanding and teaching children with autism

Research on memory processing suggests that memory for events that an individual experiences should be superior to that for similar events that someone else experiences (e.g., Baker-Ward et al., 1990). However, such predictions may not be applicable to individuals with autism. There are already suggestions that individuals with autism have specific difficulties in remembering (Boucher & Lewis, 1989). In addition, they are known to have more general difficulties involving processes related to the “self.” If children with autism have difficulties in encoding information about themselves this could result in a deficit in personal episodic memory. The studies reported here compare memory for personally experienced events with that of memory for events experienced by a peer. An adaption of a method devised by Boucher and Lewis has been employed to assess recall. Two separate studies were conducted to investigate whether children with autism are impaired at recalling personal events. Two groups of children took part in Study 1, a group of children with autism and a control group of typical children matched for verbal mental age. A group of children with moderate learning difficulties were employed in the second study to investigate whether the findings also occur in other groups of individuals who have learning disabilities. Findings indicate that, in the group with autism, events performed by the individual were recalled significantly less well than the observed events performed by a peer. However, the results for the nonautistic children in both studies showed that the opposite was true. Theoretical claims are discussed in the light of these findings.

Recall for Self and Other in Autism: Children's Memory for Events Experienced by Themselves and Their Peers

Much controversy remains regarding the ability of children with autism to engage in spontaneous play. In this study children with autism, Down syndrome and typical development with verbal mental ages of approximately 2 years were assessed for play abilities at three data points. Even in this group of children with autism, who had relatively low verbal mental ages, symbolic play skills were not totally absent. However, it was possible to distinguish their pattern of play behaviors from the other two groups. Consequentially, it is argued that there are unusual features in early spontaneous play in children with autism and these atypical patterns are not restricted to their difficulties in the production of symbolic play. Such differences in early spontaneous play raise interesting questions about the etiology of autism, the direction of future research, and the theoretical models that can account for the condition.

Spontaneous play in children with autism : A reappraisal

Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them.

http://journals.sagepub.com/doi/pdf/10.1177/1362361307086657

Rita Jordan

Papers

Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches

Understanding and teaching children with autism

Recall for Self and Other in Autism: Children's Memory for Events Experienced by Themselves and Their Peers

Spontaneous play in children with autism : A reappraisal

Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders Two case studies