Social Referencing and Children with Autism

DeQuinzio, Jaime A.; Poulson, Claire L.; Townsend, Dawn Buffington; Taylor, Bridget A.

doi:10.1007/s40614-015-0046-1

Cited by 24 publications

(24 citation statements)

References 43 publications

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“…It should be noted that the falling of the robot occurred unexpectedly and did not include a cue providing additional directions. Hence, the observation that these children responded to the falling by heading toward an adult can be explained by typical social referencing (DeQuinzio et al, 2016 ). TD children tend to refer to the verbal and nonverbal behaviors of a parent or a caregiver in unfamiliar social situations.…”

Section: Discussionmentioning

confidence: 99%

Smiles as a Signal of Prosocial Behaviors Toward the Robot in the Therapeutic Setting for Children With Autism Spectrum Disorder

et al. 2021

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We explored how robot-assisted therapy based on smile analysis may facilitate the prosocial behaviors of children with autism spectrum disorder. Prosocial behaviors, which are actions for the benefit of others, are required to belong to society and increase the quality of life. As smiling is a candidate for predicting prosocial behaviors in robot-assisted therapy, we measured smiles by annotating behaviors that were recorded with video cameras and by classifying facial muscle activities recorded with a wearable device. While interacting with a robot, the participants experienced two situations where participants' prosocial behaviors are expected, which were supporting the robot to walk and helping the robot from falling. We first explored the overall smiles at specific timings and prosocial behaviors. Then, we explored the smiles triggered by a robot and behavior changes before engaging in prosocial behaviors. The results show that the specific timing of smiles and prosocial behaviors increased in the second session of children with autism spectrum disorder. Additionally, a smile was followed by a series of behaviors before prosocial behavior. With a proposed Bayesian model, smiling, or heading predicted prosocial behaviors with higher accuracy compared to other variables. Particularly, voluntary prosocial behaviors were observed after smiling. The findings of this exploratory study imply that smiles might be a signal of prosocial behaviors. We also suggest a probabilistic model for predicting prosocial behaviors based on smile analysis, which could be applied to personalized robot-assisted therapy by controlling a robot's movements to arouse smiles and increase the probability that a child with autism spectrum disorder will engage in prosocial behaviors.

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Section: Discussionmentioning

confidence: 99%

Smiles as a Signal of Prosocial Behaviors Toward the Robot in the Therapeutic Setting for Children With Autism Spectrum Disorder

et al. 2021

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“…The adult may then provide a facial cue such as a smile or frown that serves as an antecedent for the child to engage in a behavioral regulation response (i.e., approach or avoid the event). The facial cue provided by the adult serves as a reinforcer for the gaze shift response and an antecedent stimulus for the behavioral regulation response (DeQuinzio, Poulson, Townsend, & Taylor, 2016;Holth, 2005;Klinnert, Emde, Butterfield, & Campos, 1986;Pelaez, Virues-Ortega, & Gewirtz, 2012).…”

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confidence: 99%

Individualizing Intervention to Teach Joint Attention, Requesting, and Social Referencing to Children with Autism

Weisberg

Jones

2018

Behav Analysis Practice

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Social communication skills such as joint attention (JA), requesting, and social referencing (SR) are deficits in children with autism spectrum disorder (ASD). Shifting gaze is a common response across these skills. In many studies, children respond variably to intervention, resulting in modifications to planned intervention procedures. In this study, we attempted to replicate the procedures of Krstovska-Guerrero and Jones (

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“…Early social communication skills, comprising skills such as social referencing, social orienting, joint attention, and joint regard, are of interest because they are theoretically linked to later social communication skills (DeQuinzio, Poulson, Townsend, & Taylor, 2016). Despite their pivotal nature, assessment of these skills decreases after the toddler years in lieu of more advanced social communication skills, including taking turns and developing play skills (White et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Peer-Mediated Joint Attention Intervention in the Preschool Classroom

et al. 2018

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Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as shared engagement between two individuals on a third object or event and has been identified as potential pivotal skill for later development of age-appropriate social skills and communication. A growing body of literature documents effective intervention on joint attention skill for young children with ASD; however, few studies document the effects of an intervention mediated by a natural change agent. In the present study, independent concurrent multiple-baseline designs were used to evaluate the impact of a joint attention intervention combined with peer training on the response to joint attention (RJA) behaviors exhibited by seven preschoolers with ASD. Results indicated that RJA behaviors increased overall, the seven peers were able to carry out a simple intervention with fidelity, and that both bids from peers and responses to those bids increased following intervention. Limitations and opportunities for future research are discussed.

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Social Referencing and Children with Autism

Cited by 24 publications

References 43 publications

Smiles as a Signal of Prosocial Behaviors Toward the Robot in the Therapeutic Setting for Children With Autism Spectrum Disorder

Smiles as a Signal of Prosocial Behaviors Toward the Robot in the Therapeutic Setting for Children With Autism Spectrum Disorder

Individualizing Intervention to Teach Joint Attention, Requesting, and Social Referencing to Children with Autism

Peer-Mediated Joint Attention Intervention in the Preschool Classroom

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