Reading Buddies: A Strategy to Increase Peer Interaction in Students With Autism

2017 ◽  
Vol 53 (1) ◽  
pp. 44-49 ◽  
Author(s):  
Lisa A. Simpson ◽  
Yvonne Bui
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Interactions ◽  
Peer Interactions ◽  
Autism Spectrum ◽  
Shared Reading ◽  
Inclusive Settings ◽  
Students With Autism ◽  
Reading Activity ◽  
Support Students

Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so that students with ASD and students without disabilities can interact in a variety of activities without undue reliance on adults. A peer-mediated approach to a shared reading activity is presented in which students without disabilities and students with ASD are taught a three-step strategy to increase social interactions around a story.

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

2020 ◽  
Vol 6 (3) ◽  
pp. 205-214
Author(s):  
Yong-Hwee Nah
Keyword(s):  
Autism Spectrum Disorder ◽  
School Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Teachers ◽  
Content Type ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Students With Autism ◽  
Challenging Behaviours

Purpose Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD. Design/methodology/approach Participants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Singapore completed an open-ended survey. Twelve codes were generated and served as guidelines for coding the qualitative data. Codes with similar themes were then grouped to form four construct categories: social communication, restricted and repetitive behaviours, attention and learning and others. Findings Results indicated that difficulty with change/transition and social/peer interaction were the most concerning issues across all settings, whereas “lesson time” and “circle time” were the two most common activities/settings in which the concerns were reported by teachers. Originality/value Findings from this paper may add to the limited research looking at the challenging behaviours exhibited by children with ASD in mainstream pre-school settings in Singapore. Understanding the type of challenging behaviours presented in pre-schoolers with ASD and the activities/settings in which these behaviours occur may help the teachers to link the difficulties to specific interventions to further support their inclusion in a mainstream pre-school setting.

Adjusting Intervention Intensity to Support Students With Autism Spectrum Disorder

2021 ◽  
pp. 105345122110325
Author(s):  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Burnout ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Student Responses ◽  
Opportunities To Respond ◽  
Intensive Intervention ◽  
Intervention Intensity ◽  
Students With Autism ◽  
Support Students

Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to produce the expected benefit, which can add to student frustration, lost resources, and teacher burnout. Students with autism spectrum disorder (ASD) often benefit from intensive intervention that contains high rates of opportunities to respond. This article provides an overview of a practical guide for adjusting intervention intensity for students with ASD through a three-step process that includes identifying when to adjust intensity along with three ways to adjust intervention intensity. Additional considerations are included for analyzing student responses for data-based decision-making.

scholarly journals A Pilot Study Using Two Novel fMRI Tasks: Understanding Theory of Mind and Emotion Recognition Among Children With ASD

2021 ◽  
Author(s):  
Yu Han ◽  
Patricia A. Prelock ◽  
Emily L. Coderre ◽  
Joseph M. Orr
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Pilot Study ◽  
Theory Of Mind ◽  
Social Interactions ◽  
Emotion Recognition ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Neuroimaging Data

AbstractChildren with autism spectrum disorder (ASD) struggle with social interactions due to deficits in theory of mind (ToM). In this study, we collected behavioral and neuroimaging data from 9 children with ASD and 19 neurotypical children between the age of 7 and 14 years old, particularly in the area of emotion recognition to better understand those skills needed for meaningful social interaction. The results suggest impaired abilities in multiple ToM metrics and brain deficits associated with ToM-related emotion recognition and processing among children with ASD. Findings from this study are expected to establish connections between behavior and brain activities surrounding ToM in ASD, which may assist the development of neuroanatomical diagnostic criteria and provide a way to measure intervention outcomes.

“Two Friends Spending Time Together”: The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents With Autism Spectrum Disorder

2021 ◽  
pp. 1-14
Author(s):  
Salena Babb ◽  
David McNaughton ◽  
Janice Light ◽  
Jessica Caron
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Interactions ◽  
Autism Spectrum ◽  
Complex Communication Needs ◽  
Adolescents With Autism ◽  
Communication Needs ◽  
The Impact ◽  
Peer Partners ◽  
Adolescents With Asd

Purpose Social interaction poses many challenges for adolescents with autism spectrum disorder (ASD) and complex communication needs. The purpose of this study was to investigate the impact of video visual scene displays (video VSDs) on communication during interactions between adolescents with ASD and peer partners. Method This study used an across-participant multiple-baseline single-case experimental design. Four adolescents with ASD and complex communication needs were taught to use video VSDs, presented on a tablet-based app, during social interactions with peer partners in a high school setting. The video VSDs used during the interactions were selected (and programmed with vocabulary) based on the interests of the adolescent with ASD and their peer partner. Results Following the introduction of the video VSD intervention, all four adolescents with ASD demonstrated an increase in communicative turns compared to baseline (Tau- U = 1.0, 95% CI [0.56, 1]), and all four increased in modes of communication used. Increased use of speech also was observed for the three participants who made use of speech prior to the intervention. All participants with ASD (and their peer partners) expressed an interest in continued use of the video VSD app to support social interaction. Conclusion The use of video VSDs may be a viable option to increase the participation and communication of adolescents with ASD during social interactions with peer partners. Supplemental Material https://doi.org/10.23641/asha.16734532

Sign in / Sign up

Export Citation Format

Share Document