ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders

IntroductionChildren diagnosed with autism spectrum disorder (ASD) commonly encounter difficulties in social interactions and communication, significantly affecting their overall wellbeing. One proposed strategy to address these challenges is through physical exercise interventions. This study aims to conduct a meta-analysis to assess the impact of physical exercise interventions on the social skills of children with ASD.MethodsTo perform this meta-analysis, we followed the Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) Statement and the practical guide for transparent reporting of systematic reviews. Eligible studies included randomized controlled trials or quasi-experimental studies investigating the effects of physical exercise interventions on social skills among children with ASD. We used the standardized mean difference (SMD) to measure effect size.ResultsSixteen studies were included in the meta-analysis. The results indicated a significant improvement in social skills among children with ASD following physical exercise interventions (SMD = −0.54, 95% CI = [−0.63; −0.44]). The moderator analysis underscored the crucial role of age in explaining the intervention outcomes for enhancing social skills, with interventions lasting more than 12 weeks recommended for better social skills improvement.DiscussionThe findings of this meta-analysis provide robust evidence supporting the efficacy of physical exercise interventions in enhancing the social skills of children with ASD. The moderator analysis underscores the importance of considering both the mean age and duration of interventions when implementing such programs. These results underscore the significance of physical exercise as a viable option for improving social skills in this population.

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Directions of ICT use in Ukrainian educational institutions in the educational process with children with special educational needs: A literature review

Kasyanenko

2023

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The organisation of the educational process with children with special educational needs requires the implementation of special approaches to their education. Therefore, it is important to consider the relevant foreign experience, explain the features of distance learning using information and communication technologies and develop recommendations for the use of such technologies in the educational process with children with special needs. The purpose of this study was to investigate the specific features of using information and communication technologies in preschool education institutions in teaching children with special educational needs and to cover the areas of their implementation. The methodological framework of this study included an interdisciplinary approach to the analysis of a scientific problem in combination with theoretical and empirical methods, among which the priority was given to induction, deduction, analysis, synthesis, generalisation, study of scientific literature and pedagogical observation. It was found that information and communication technologies are a set of methods, educational and methodological materials, technical means of teaching and software. It was found that they increase the effectiveness of the educational process and help to unite its participants. The study proved that the use of information and communication technologies involves the application of three approaches: technocentric, holistic, and combined. It was found that the combined approach creates a subject-object model of teaching children with special needs and demonstrates the greatest effectiveness. The study presented several classifications of information and communication technologies. The classification of information and communication technologies was presented. It was found that they are divided into main and auxiliary; standard and auxiliary; virtual. The advantages of using information and communication technologies in the educational process with children with special educational needs were considered in detail, which confirmed the need for their use in preschool education institutions in the context of distance learning. The practical significance of this study is that its results, specifically recommendations for the introduction of special approaches to the education and upbringing of preschool children with special educational needs, can be used in organising an effective educational process for such children.

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ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders

Cited by 3 publications

References 99 publications

Next-Generation Tele-Communication Networks and IoT: Advancements and Challenges

Next-Generation Tele-Communication Networks and IoT: Advancements and Challenges

Analyzing the influence of physical exercise interventions on social skills in children with autism spectrum disorder: insights from meta-analysis

Directions of ICT use in Ukrainian educational institutions in the educational process with children with special educational needs: A literature review

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