Social Skills in Autism Spectrum Disorders

Dixon, Dennis R.; Tarbox, Jonathan; Najdowski, Adel C.

doi:10.1007/978-1-4419-0234-4_7

Cited by 7 publications

(6 citation statements)

References 114 publications

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“…The numerous empirical studies and the development of theoretical conceptualizations of theory of mind in individuals with ASD show the essential interest of the abilities that the ToM implies when researchers want to examine emotional and social competence in these people (Dixon, Tarbox, & Najdowski, 2009).…”

Section: What About Children and Adolescents With Asd?mentioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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Section: What About Children and Adolescents With Asd?mentioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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“…Conversational skill involves a web of actions and reactions that requires the individual to have an understanding of the partner's interests and prior knowledge (Baron-Cohen 1995;Carpenter and Tomasello 2000;Dixon et al 2009;Machalicek et al 2008). An individual should be aware of the information the listener needs on a topic, what to say, how to say it clearly, how much to say, and the way to convey the information.…”

mentioning

confidence: 99%

“…Individuals with ASD have difficulties in all of these areas (Twachtman-Cullen 2000). Limitations in social cognition or perspective taking may also hinder the conversational ability of a person with ASD (Dixon et al 2009). Such skills are important because interpersonal interactions often hinge on the state of mind of the person with whom you are interacting, and understanding the state of mind of other persons presents specific difficulties for individuals with ASD (Baron-Cohen 1995).…”

mentioning

confidence: 99%

A Review of Video Modelling and Scripts in Teaching Conversational Skills to Individuals with Autism Spectrum Disorders

Sng

Carter

Stephenson

2013

Rev J Autism Dev Disord

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Individuals with autism spectrum disorders (ASD) have difficulties acquiring social skills without direct intervention. This article provides a review of research on the use of video modelling and scripts to improve the verbal conversational skills of individuals with ASD. The studies reviewed included participants with a diagnosis of ASD and reported empirical data on some aspect of verbal conversation. Percentage of nonoverlapping data and percentage exceeding the mean metrics were calculated for each study and compared. Maintenance and generalisation data were also extracted. The results suggest that scripted interventions may be as effective as video modelling interventions and audio scripts may be more effective than visual scripts. Most studies focussed on relatively simple aspects of conversation such as initiating or responding. Nevertheless, the body of research is limited and further studies are needed to clarify these findings. Recommendations for future research and the limitations of this review are discussed.

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“…Leo Kanner pada tahun 1943 pertama kali mendeskripsikan kata autisme untuk merujuk pada anak yang mengalami gangguan perkembangan bahasa dan sosialisasi (Dixon, Tarbox, & Najdowski, 2010). Kemunculannya secara resmi pada tahun 1980 di DSM III menjadikan penelitian mengenai autisme semakin meningkat dari waktu ke waktu (Volkmar & Pelphrey, dalam Blaney, Krueger, Millon, 2015).…”

Section: Pendahuluanunclassified

“…Metode DIR Floortime termasuk dalam format pendekatan perilaku naturalistik, yang berbeda dengan pendekatan lain karena mengajarkan anak pada situasi tidak terstruktur seperti bermain, kesempatan belajar diawali oleh anak, dan penggunaan bantuan, penguatan, maupun fading (Dixon, Tarbox, & Najdowski, 2010). Keuntungan dari penerapan metode ini dalam mengajarkan kemampuan sosial adalah banyak kemampuan sosial terjadi pada kondisi tidak terstuktur karena memang seharusnya terjadi, seperti kemampuan berbincang pada jam makan siang, kemampuan berbagi pada saat bermain, kemampuan giliran pada saat bermain permainan tertentu, dan lainnya (Dixon, Tarbox, & Najdowski, 2010).…”

Section: Pendahuluanunclassified

Penerapan Dir Floortime Pada Anak Dengan Autism Spectrum Disorder Untuk Meningkatkan Kemampuan Sosial

2019

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ABSTRACT: Children with autism have deficit characteristics in social communication and social interaction, as well as restricted and repetitive patterns of behavior, and limited interests or activities. As children grow and engage in a wider environment, this is become a problem because of the lack of social skills on children with autism. The purpose of this research is to improve the social skills of children with autism. There are several methods that can be applied to children with autism to improve their social skills. One of them is the DIR (Developmental, Individual Differences, & Relationship Based) Floortime method. DIR Floortime aims to help children reach the stage of their emotional development through play activities. This type of research is a clinical case study, involving two middle childhood boys that are diagnosed with a mild level of autism. The instruments used in this study are Autism Social Skills Profile and Functional Emotional Assessment Scale. This research involves 20 sessions, conducted in May until June 2018, consisting of 10 sensory sessions and 10 symbolic sessions for each subject. The results of this research show an improvement in social skills in both participants, marked by an increase in the post test scores, but not significantly. Qualitatively, both subject demonstrates an improvement on social skills in their daily behavior after they had participated in the intervention.Keywords: autism spectrum disorder, middle childhood, DIR Floortime,social skills ABSTRAK: Anak autistik memiliki karakteristik kesulitan dalam komunikasi dan interaksi sosial serta adanya yang minat terbatas, perilaku berulang, atau keterikatan dalam minat dan aktivitas. Hal ini menjadi masalah saat anak tumbuh seiring usia dan terlibat dalam lingkungan yang lebih luas karena kurangnya kemampuan sosial pada anak autistik. Penelitian ini bertujuan untuk meningkatkan kemampuan sosial anak autistik. Ada beberapa metode yang dapat diterapkan pada anak autistik untuk meningkatkan kemampuan sosial. Salah satunya adalah metode DIR (Developmental, Individual Differences, & Relationship Based) Floortime. DIR Floortime bertujuan membantu anak mencapai tahap perkembangan emosionalnya melalui kegiatan bermain. Jenis penelitian ini adalah case study yang melibatkan dua orang partisipan, yaitu anak laki-laki berusia middle childhood dengan autisme level Mild. Instrumen dalam penelitian ini adalah Autism Social Skills Profile dan Functional Emotional Assesment Scale. Penelitian ini berlangsung selama 20 sesi intervensi yang dilaksanakan pada bulan Mei hingga Juni 2018. Sesi intervensi terdiri dari 10 sesi sensori auditori dan 10 sesi simbolik bagi masing-masing subjek. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kapasitas emosi, tetapi kemampuan sosial kedua partisipan tidak meningkat secara signifikan. Secara kualitatif, kedua subjek menunjukkan kemampuan sosial yang lebih baik setelah mengikuti sesi intervensi, hal ini tampak dalam perilaku sehari-hari.Kata kunci: autisme, middle childhood, DIR Floortime, kemampuan sosial

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Social Skills in Autism Spectrum Disorders

Cited by 7 publications

References 114 publications

Emotional Cognition: Theory of Mind and Face Recognition

Emotional Cognition: Theory of Mind and Face Recognition

A Review of Video Modelling and Scripts in Teaching Conversational Skills to Individuals with Autism Spectrum Disorders

Penerapan Dir Floortime Pada Anak Dengan Autism Spectrum Disorder Untuk Meningkatkan Kemampuan Sosial

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