Ultra-Light Clay Intervention Improves Responsiveness and Initiates the Communication of Children With ASD

Abstract

The barriers to responsiveness and the initiation of communication are the two key problems encountered by children with autism spectrum disorders (ASD). Prior interventions based on behavioral reinforcement have had an obvious effect on responsive communication but a weak effect on the initiation of communication. Based on psychological development theory, we designed ultra-light clay interventions involving hands-on production or multi-interaction around key concepts and themes, teaching children about basic concepts, relationships, and logic, making abstract knowledge concrete and experience. Two studies (Study 1: N = 3, one-to-one intervention; Study 2: N = 8, one-to-two intervention) showed that ultra-light clay intervention improved both the initiation of and response to communication among children with ASD, but that such improvements show a peer-generalization effect in initiation communication, not in responsive communication. These findings provide a set of ultra-light clay interventions for communication in children with ASD and suggest a relationship between endogenous interventions and the initiation of communication.

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

“…Teachers can stimulate the long-term enthusiasm and learning interest of students by designing diverse and interesting teaching methods and providing corresponding assistance to the various interests of students (eg, organising students with the same interests to exchange and evaluate activities) so that they are encouraged to pursue their interests over a long period. 84 Whenever possible, teachers need to avoid pushing students beyond their cognitive abilities, consider the actual situation of a student, and provide clear and organised learning tasks to ensure positive affect is passed on to them, create an enjoyable classroom atmosphere, and further improve the interest of students in participating in classroom learning. 85 Third, academic self-efficacy plays a crucial role in the pathway of a growth mindset affecting ADG.…”