Establishing Helping Behavior in a Child With Autism

Suto, Kunihiko

doi:10.5926/jjep1953.56.2_268

Cited by 2 publications

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“…More specifically, after the intervention, the children with ASD could notice that their instructor was in need and offered help based on his/her nonverbal behavior (i.e., looking around for something). This result is consistent with previous studies that showed the effectiveness of a similar intervention in shaping helping behaviors (Matsuoka et al, 1999;Matsuoka and Noro, 2001;Suto, 2006Suto, , 2008Suto and Oishi, 2007). Helping behaviors are considered to be effective in building relationships with others, whether spontaneous or motivated (Harris et al, 1990), and may increase the opportunities to receive social praise, such as appreciation from helpees (Matsuoka et al, 1999).…”

Section: Discussionsupporting

confidence: 83%

“…Similar results have been reported in elementary-to-junior high-school students with ASD (Matsuoka and Noro, 2001;Suto, 2006;Suto and Oishi, 2007). These successful outcomes may be due to an improvement in attention toward social stimuli, such as the words of others and situations in which they were placed (Suto, 2008). Based on these findings, shaping and adjustment of helping behaviors in ASD can be achieved through interventions that directly target such behaviors.…”

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confidence: 95%

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Training Attention to the Other’s Need Improves Helping Behaviors in Children with Autism Spectrum Disorder: A Behavioral Analysis Using a Two-dimensional Motion Capture System

et al. 2017

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While children with autism spectrum disorder (ASD) can acquire helping behaviors through appropriate interventions, changes in behaviors prior to helping (pre-helping behaviors) remain unclear. In the present study, we examined the effects of social skills training (SST) on helping and pre-helping behaviors in two children with ASD by using a two-dimensional motion capture system. During the SST, the children learned one helping behavior that they lent their items to their partners, and we measured their head movements before initiating the helping behavior (i.e., pre-helping behavior). As a result of SST, the participants became able to help others in response to less-explicit social stimuli after the intervention. Regarding pre-helping behaviors, the children with ASD before the intervention looked straight at the helpee (i.e., recipient of the help) more often than did typically developing peers, and such a behavior was shown to increase after SST. These results indicate that although spontaneous attention to social stimuli may be reduced in children with ASD, success in attending to a helpee could lead to the emergence of helping behaviors. Moreover, the changes in pre-helping behavior indicate an increase in children's attention to the helpee after the intervention, which may have enhanced their sensitivity to persons in need.

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