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Polar coordinate results in Initiation to interaction as a focal behavior in sessions 2 and 10 in participants with VIQ > 90 and VIQ < 90
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The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: “responding to interaction” and “initiating interaction”, and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed...
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... Observational methodology allows capturing this functioning, as studying the individual's habitual and spontaneous behavior in their natural environment enables a detailed, intensive, microgenetic analysis of the process involved [28][29][30][31][32]. This methodology has already been successfully used in previous studies with children with ASD [33][34][35][36][37]. These studies highlight the great advantage of using the mixed-method perspective since it allows us to capture reality as it happens, systematize it, guarantee its quality, and treat it quantitatively in a rigorous manner, regardless of the area of child development under study (for example, social or cognitive skills). ...
... Nevertheless, it provides valuable insights that are particularly pertinent and relevant to the domain of intervention in childhood, especially considering the changes that are intended to be achieved in this critical period of life that can condition subsequent development. In the context of this research, the acquisition of such information has been facilitated through the implementation of systematic observation, which, as mentioned, is a complex yet optimal method for conducting an in-depth analysis of child behavior [29][30][31][32][33][34][35][36][37][38][39][40][41]103]. This work adds to the research that highlights the importance of early intervention to develop functional skills in children with ASD [90,109]. ...
Although the literature confirms executive deficits in individuals with autism spectrum disorder (ASD) that hinder adaptation, evidence-based intervention programs targeting this area are scarce, and even fewer have evaluated their effectiveness. Objectives: This study aimed to assess a pilot program designed to improve the executive functions of a child five years and nine months in age with ASD. Methods: To evaluate the effects of the intervention, observational methodology was used, which is considered a mixed method in itself as it integrates both qualitative and quantitative elements in its various phases. Specifically, an idiographic, longitudinal, and multidimensional design was followed. A lag sequential analysis was conducted using GSEQ software Version 5.1, enabling us to study changes in the executive functions of a child before, during, and after the intervention, including whether its effects are sustained over time. Results: The sequential patterns obtained indicate more appropriate and complex executive functioning after the three-month intervention, specifically increased cognitive flexibility, improved self-regulation, more accurate evaluation, and progress in inhibitory processes. However, these improvements do not persist over time. Conclusion: This study contributes to the scarcely explored field of executive function interventions in children with ASD, although it is necessary to consider the generalization of the results to other contexts, such as family and school, during interaction with peers.
... Pelatihan keterampilan sosial merupakan salah satu pelatihan yang digunakan secara luas dengan target intervensi dari berbagai usia dan kondisi, usia anak (Angacian, 2015;DiPerna, 2018) , remaja maupun dewasa (Nangle, 2020) (Brunner, 2022), dan juga banyak diimplementasikan pada anak-anak berkebutuhan khusus, baik autism (Alcover, 2022) (Balderaz, 2020) (Bankart, 2021), ADHD (Barnes, 2017) (Daffner, 2020), brain injury (Adeniyi, 2016). ...
Social skills are an important aspect that needs to be developed for students because they are a protective factor in creating mental health. It's just that this is one aspect that is still underdeveloped in students. Social skills can be instilled in individuals in various ways, one of which is through training. This community service activity is in the form of Training for Trainers, which aims to increase the capacity of stakeholders to have higher social skills so that they can become role models for students. Participants involved in this activity were administrators, teachers, and caregivers of 30 students. The training lasted 2 meetings, each 3 hours. The training material includes adolescent dynamics, social skills, and the implementation of social skills through the FRESH values, which is an acronym for Friendly (friendly, likes to make friends), Respect (respect), Empathy (empathy or mutual understanding), Smile (smile or friendly to everyone), as well as Humble (humble and not feeling superior to others). The effectiveness of the training was measured using a questionnaire to determine improvements in FRESH implementation. Data were analyzed using central tendency statistics and described narratively. The results show that there has been an increase in the application of FRESH values among dormitory managers, teachers, and caregivers. This improvement is the key to continuous change towards more comfortable and harmonious conditions in Islamic boarding schools, considering that boarding school managers, teachers, and caretakers are the main role models for students while living in Islamic boarding schools. It can be concluded that social skills training through training for trainers has proven effective in improving the social skills of managers, teachers, and caregivers as role models to be imitated by students.
... Afterwards, 46 sessions were randomly selected to calculate reliability. This number of sessions was determined taking into account that the percentage of sessions mostly used by recent observational research to calculate the reliability ranges from 10 to 20% [75][76][77][78][79][80]. The sessions were chosen at random but taking into account that all the participants and all the tasks were reflected. ...
... In this line, the intellectual functioning of each group could condition the implementation of the intervention. The intervention required different support for each group depending on their level of functioning [76]. These results are in line with the literature, which indicates that those with the poorest executive functions consistently gain the most from any program that improves these functions [92]. ...
... In future studies, the complementary use of other analysis techniques, such as a "Markov analysis" [30,88], "polar coordinate analysis" [30,32,75,76,108], or a "temporal pattern (T-patterns) detection" [109], would offer greater information about interference control in ASD children. ...
Children with autism spectrum disorder (ASD) present deficiencies in interference control processes. The main aim of this pilot study was to analyze the efficacy of an educational intervention designed to optimize the interference control of eight ASD children, attending to their ASD severity level. A mixed-methods approach grounded in systematic observation and nomothetic/follow-up/multidimensional observational designs was used. An observation instrument was developed to code data, which were grouped according to the ASD severity level (Group 1, requires support; Group 2, requires substantial support) and were analyzed using a lag sequential analysis. The results show that, although both groups progressed during the intervention and could have continued to improve, each group evolved differently. Group 1 performed relatively well from the onset and increased and developed their interference control strategies throughout the intervention, while Group 2, despite also acquiring new interference control strategies, took more time to show improvements. One month after the intervention ended, both groups were unable to consolidate the strategies learned. A mixed-methods approach allowed for real interference control deficits in ASD children to be captured in a natural context. To conclude, it would be necessary to lengthen this intervention and adapt it to the needs of each group.
Background/Objectives: Level 1 autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by challenges in social and communication skills. Despite these difficulties, individuals with level 1 ASD often exhibit average intelligence and typical language development. Improving socialisation skills in this population requires tailored approaches that address their specific needs and include targeted strategies. This study aims to evaluate the effectiveness of a structured social skills training programme for adolescents and young adults with level 1 ASD. Methods: Participants diagnosed with level 1 ASD, regardless of gender, were consecutively recruited from an outpatient clinic. The intervention involved activities from the Social Skills, Autonomy, and Awareness Module, specifically designed for adolescents and young adults. Sessions were conducted fortnightly, lasting 1.5 to 3 h each, over 17 months. Adaptive behaviour was assessed using the Vineland Adaptive Behaviour Scales (VABS) at baseline and after completing the programme. Data were analysed with SPSS version 22.0 (SPSS Inc., Chicago, IL, USA). Statistical methods included automatic clustering to identify optimal clusters and Pearson’s Chi-square and Fisher’s exact tests to evaluate variable distributions among the clusters. Results: A total of 31 participants (77.4% female) with a mean age of 20.1 years (SD = 7.0) were included in the study. Two distinct clusters emerged. Cluster 1 (n = 8) had significantly higher mean ages and baseline Vineland II socialisation scores than Cluster 2 (n = 23). Both clusters demonstrated significant improvements in social skills following the intervention. Conclusions: This study highlights distinct profiles within individuals with level 1 ASD, showing a clear link between age and social skill development. The intervention improved social skills for most participants, regardless of the age at which treatment began. For some individuals, alternative or augmented treatment strategies may be necessary to achieve optimal results.
Social interaction with others is considered to play an important role in an individual’s growth and psychological wellbeing. Autism Spectrum Disorder (ASD) is a neurological disorder characterized by changes in social and interpersonal interactions, as well as limited and repetitive patterns, behaviors, interests, and activities. Planning suitable interventions for social skill development in children with autism requires a clear understanding of the social skills in children with autism. Teachers being a significant people who encounter and address of this children should have a clear understanding of the condition. Thus, the study aims to study the teacher’s perspective of social interaction in children with autism. 200 Teachers of children with autism were chosen for the study. The impact of variables like birth order, religion and parents’ occupation were analyzed. The results of the study are discussed in detail with its relevance to day-to-day situation in this article.
