Encouraging Social Development in Children with Autism Spectrum Disorders

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Information about Encouraging Social Development in Children with Autism Spectrum Disorders
Education

Published on June 25, 2007

Author: FaceSay

Source: slideshare.net

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The overall purpose of our third study was to determine if a computer-based social skills intervention for children with autism or Asperger Syndrome is effective in improving specific social skills.

This study was published in a peer reviewed journal in February 2011

http://www.springerlink.com/content/k1244308044ml647/

Demonstration and Evaluation of Avatar Assistant: Encouraging Social Development in Children with Autism Spectrum Disorders Fred Biasini, Ph.D. Maria Hopkins, Ph.D.

Study: Demonstration and Evaluation of Avatar Assistant: Encouraging Social Development in Children with Autism Spectrum Disorders The overall purpose of our third study was to determine if a computer-based social skills intervention for children with autism or Asperger Syndrome is effective in improving specific social skills.

The overall purpose of our third study was to determine if a computer-based social skills intervention for children with autism or Asperger Syndrome is effective in improving specific social skills.

Specific Aims The study investigated the effects of an avatar assistant on children with ASD’s emotional cognition. The study examined the social skills effects of the intervention.

The study investigated the effects of an avatar assistant on children with ASD’s emotional cognition.

The study examined the social skills effects of the intervention.

Measures Social Skills Rating System Social Skills Observation Emotional Cognition Kaufman Brief Intelligence Test (KBIT) Childhood Autism Rating Scale Benton Test of Facial Recognition

Social Skills Rating System

Social Skills Observation

Emotional Cognition

Kaufman Brief Intelligence Test (KBIT)

Childhood Autism Rating Scale

Benton Test of Facial Recognition

Benton example Which 3 faces match the top one? (Correct answer 2, 5, and 6)

Participants Children with autism (n=25) or Asperger Syndrome (n=24) Diagnosis based on DSM-IV criteria Age range 6-15 ( M = 10.17) 44 boys; 5 girls Mitchell’s Place, Glenwood, Shelby County schools

Children with autism (n=25) or Asperger Syndrome (n=24)

Diagnosis based on DSM-IV criteria

Age range 6-15 ( M = 10.17)

44 boys; 5 girls

Mitchell’s Place, Glenwood, Shelby County schools

Intervention and Control FaceSay and Tux Paint 12 sessions (2 per week for 30 minutes) One child per computer 1-2 research assistants Touch screens Attendance rates >83% (10 sessions) Rewards

FaceSay and Tux Paint

12 sessions (2 per week for 30 minutes)

One child per computer

1-2 research assistants

Touch screens

Attendance rates >83% (10 sessions)

Rewards

Participant Demographics 34.01 (5.26) 91.88 (19.54) 10.05 (2.30) Training (n=13) 35.03 (5.22) 93.04 (25.47) 9.85 (2.87) Control (n=11) Asperger Syndrome 54.79 (16.41) 55.09 (20.91) IQ 36.92 (5.79) 36.64 (3.93) CARS 10.57 (3.20) 10.31 (3.31) Age Control (n=14) Training (n=11) Variable Autism Group

Results 1: Emotion Recognition p < 0.05 p < 0.05 Autism: Total emotional skills, F (1, 21) = 6.40, p < 0.05 Asperger: Total emotional skills, F (1, 20) = 23.04, p < 0.001

Results 1: cont. Post hoc analysis R 2 = 0.873, F (3, 21) = 55.96, p < 0.001 Higher KBIT scores and pre-test Emotion Composite scores were related to higher post-test Emotion Composite scores.

Post hoc analysis

R 2 = 0.873, F (3, 21) = 55.96, p < 0.001

Higher KBIT scores and pre-test Emotion Composite scores were related to higher post-test Emotion Composite scores.

Results 2: Facial Recognition p < 0.05 p > 0.05 Autism: Benton-Short form F (1, 21) = 0.69, p > 0.05 Asperger: Benton-Short form F (1, 20) = 8.29, p < 0.01

Results 3: Parent Reported Social Skills p < 0.05 p = 0.05 Autism: SSRS, F (1, 21) = 10.36, p < 0.05 Asperger: SSRS, F (1, 20) = 4.36, p = 0.05

Results 4: Observed Social Skills p < 0.05 p < 0.05 Autism: F (1, 21) = 5.05, p < 0.05 Asperger: F (1, 20) = 13.61, p < 0.001 Note: Lower Scores are Better

Results 4: cont. Post hoc analysis R 2 = 0.209, F (3, 21) = 3.12, p < 0.05 Higher CARS scores (e.g. more autism symptoms) were related to higher post-test Social Skills Observation scores (e.g. more inappropriate social interactions).

Post hoc analysis

R 2 = 0.209, F (3, 21) = 3.12, p < 0.05

Higher CARS scores (e.g. more autism symptoms) were related to higher post-test Social Skills Observation scores (e.g. more inappropriate social interactions).

Acknowledgements Casey Wimsatt, Symbionica LLC www.FaceSay.com Autism Lab Dr. Franklin R. Amthor

Casey Wimsatt, Symbionica LLC www.FaceSay.com

Autism Lab

Dr. Franklin R. Amthor

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