Social, language, and play behaviors of children with autism.

Tsao, Ling-Ling

doi:10.1037/h0100506

Cited by 5 publications

(7 citation statements)

References 56 publications

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“…It has been seen in many studies that sportive games were extremely effective in the development of social interaction and communication skills of individuals with ASD [17,18,19]. Sportive games are instinctive movements that strengthen the opinions and character of children, give joy and pleasure, and play a significant role in their physical developments.…”

Section: Introductionmentioning

confidence: 99%

The impact of sport activities on basic motor skills of children with autism

Huseyin

2019

PPS

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Background and Study Aim: This study aims to investigate the impact of sports training on basic motor skills of children with autism. Material and Methods: The study included sixteen children with autism who were aged between 12-16 years. The study aims to present the difference between basic motor skills of children with autism before sports training and after taking sports training for 12 weeks. The study was conducted in experimental design and compared values before and after sports training. SPSS 23.0 statistics program was used to perform statistical assessment of the data. The non-parametric Wilcoxon test was used for intragroup changes of fine and gross motor development, balance, life skills and self-care test data in the test battery. Results: At the end of a 12-week study, positive developments were observed in balance, catching, skipping, basic gymnastics, and some psychomotor and life skills, while no significant difference was observed in throwing skills. Based on daily life generalization, it can be said that the learned skills positively contribute to life standards of individuals with autism. Conclusions: The study results show that exercise programs also develop the physical fitness levels of children with autism. At the end of a 12-week sports training, a positive development was seen in basic motor skills and life skills. It is thought that useful results can be obtained with such exercise programs.

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Section: Introductionmentioning

confidence: 99%

The impact of sport activities on basic motor skills of children with autism

Huseyin

2019

PPS

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“…Children with autism disorder have difficulty in making play activities with their peers or toys without specific guidance (Tsao, 2008). In this study, the mother tried to help her child learn how to play and interact with his peers by participating in and guiding the play herself, and by providing the participation of typically developing children.…”

Section: Discussionmentioning

confidence: 99%

“…However, it was seen that play skills have a negative correlation with repetitive behaviours (Honey, Leekam and Turner et al., 2007; Lee, Odom and Loftlin, 2007). Consequently, it is important to make play skills one of the teaching objectives because they relate to language, communication and social development (Tsao, 2008). Repetitive behaviours are expected to decrease by the acquisition of social interaction skills through play (Lee et al., 2007).…”

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confidence: 99%

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confidence: 99%

“…Being in a working or social interaction with peers is a part of the social development of children. Consequently, initiating an interaction and responding to the interaction, maintaining verbal communication, playing, and cooperative social behaviours are the objectives of peer-related social interventions (Tsao, 2008). An integrated playgroup model, a peer-mediated method, is an efficient method that increases social interaction between children with autism and typically developing children, and it increases play behaviours together (Terpstra, Higgins and Pierce, 2002;Wolfberg, 2004;Wolfberg and Schuler, 1999).…”

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confidence: 99%

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A description of a mother's play guidance for her child with autism in the process of playing by the rules

Ökcün

Akçin

2011

Research in Spec Educ Needs

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The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.

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Using a Question Bank Intervention to Improve Socially Initiated Questions in Adolescents and Adults With Autism

Koegel

Koplen²,

Koegel

et al. 2021

J Speech Lang Hear Res

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Purpose Individuals with autism spectrum disorder (ASD) often have difficulty asking questions during social conversation, which can negatively impact their interactions with peers. The purpose of this study was to assess whether a question bank intervention would be effective in improving question asking during social conversation. Method In the context of a multiple-baseline experimental design, we implemented an intervention using prepractice with question banks designed to increase the number and diversity of questions asked by adolescents and adults with ASD during social conversations with their peers. Results Following intervention, all participants improved their use of questions in natural settings with their neurotypical peers. Generalization to novel questions occurred, and gains were maintained at follow-up. Finally, supplemental measures of social validity showed that similarly aged neurotypical peers who were naïve to the experimental hypothesis rated two of the three participants with higher social desirability following intervention. Conclusion Individuals with ASD can improve their appropriate question asking during social conversation using a brief question bank intervention with generalization to their peers in natural settings.

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Social, language, and play behaviors of children with autism.

Cited by 5 publications

References 56 publications

The impact of sport activities on basic motor skills of children with autism

The impact of sport activities on basic motor skills of children with autism

A description of a mother's play guidance for her child with autism in the process of playing by the rules

Using a Question Bank Intervention to Improve Socially Initiated Questions in Adolescents and Adults With Autism

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