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Training and Education in Children with Autism

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A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 34593

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Special Issue Editors

Dr. Alessandro Frolli

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Guest Editor

Disability Research Centre, Department of Sociology and Social Research, University of International Studies of Rome, 00147 Rome, Italy
Interests: special educational needs; autism; technology to support people with ADHD; cognitive rehabilitation for executive functions; technology supporting verbal behaviors
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Dr. Angelo Rega

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Natural and Artificial Cognition Lab, University of Naples Federico II, 80133 Naples, Italy
Interests: technologies for developmental disabilities; artificial intelligence systems applied to disabilities; learning disabilities; technology to support learning in special educational needs; technology for autism
Special Issues, Collections and Topics in MDPI journals

Dr. Maria Carla Ricci

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Disability Research Centre, University of International Studies of Rome, 00147 Rome, Italy
Interests: children; autism; cognitive development

Special Issue Information

Dear Colleagues,

In recent years, the significant increase in the prevalence estimates of autism spectrum disorders has highlighted the need to identify early and highly specialized training and educational interventions. Surely, the interventions must have as their main objective an increase in socially significant behaviors, the prevention and correction of problematic behaviors, and the development of autonomy consistent with chronological age. In this sense, key areas for intervention are social interaction and reciprocity, functional communication, behavior regulation, autonomy and the adaptive level, and finally, academic skills. Therefore, this Special Issue aims at proposing new and valid methods of educational and enabling intervention in the perspective of progress of international scientific literature. We welcome theoretical and/or empirical contributions that can broaden knowledge on intensive and early intervention models, special education procedures applied in institutional contexts, and modern approaches to parent training or other parent training (parent coaching).

Dr. Alessandro Frolli
Dr. Angelo Rega
Dr. Maria Carla Ricci
Guest Editors

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Keywords

special education
autism spectrum disorder
learning with autistic children
teacher and caregiver of autistic children
parent training and parent coaching
models of interventions and training in autistic children
social and communicative training

Published Papers (10 papers)

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Research

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12 pages, 265 KiB

Open AccessArticle

Effect of Yoga Intervention on Problem Behavior and Motor Coordination in Children with Autism

by Xingda Ju, Huanhuan Liu, Jing Xu, Bo Hu, Yunlei Jin and Chang Lu

Behav. Sci. 2024, 14(2), 116; https://doi.org/10.3390/bs14020116 - 04 Feb 2024

Viewed by 1304

Abstract

Children with autism exhibit more pronounced symptoms of both problem behaviors and motor coordination difficulties. Yoga, recognized as an effective intervention modality, can be valuable after assessing its efficacy in addressing problem behaviors and motor coordination challenges, ultimately contributing to symptom alleviation in autism. The randomized controlled trial (RCT) was used to divide 17 children with autism into an intervention group (n = 9) and a control group (n = 8). The intervention group participated in an 8-week yoga intervention training (three sessions/week, 45–50 min/session), and the control group did not participate in yoga training but only in daily program activities. Pre-test, mid-test, post-test, and after delayed test, teachers assessed the effect of yoga intervention on problem behaviors of children with autism through the Aberrant Behavior Checklist (ABC) and the effect of yoga intervention on motor coordination through the Movement Assessment Battery for Children—Second Edition (MABC2). Results show that the yoga intervention is effective in reducing problem behaviors and improving motor coordination in children with autism. Yoga intervention significantly reduces irritability and social withdrawal in children with autism. Yoga intervention had the most significant improvement in ball skills and static and dynamic balance. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

17 pages, 1587 KiB

Open AccessArticle

Examining the Effects of Theory of Mind and Social Skills Training on Social Competence in Adolescents with Autism

by Weina Ma, Jieyu Mao, Yu Xie, Simeng Li and Mian Wang

Behav. Sci. 2023, 13(10), 860; https://doi.org/10.3390/bs13100860 - 20 Oct 2023

Viewed by 1439

Abstract

Individuals with autism spectrum disorders (ASD) have impairment in interpreting emotional communication and the mental states of others, which limits their social competence. Mounting evidence has suggested that theory of mind (ToM) is a vital strategy to enhance social communication and interaction skills of children with ASD. However, very little research has looked at how ToM and social skills training affect social competence in adolescents with autism. This study examined the effectiveness of an intervention program, ToM-SS, which integrated the ToM and social skills training to improve the social competence of three adolescents with autism. A multiple baseline across behaviors design was adopted to evaluate the participants’ learning outcomes and demonstrated a functional relationship between intervention and skill mastery. Results show that the intervention produced substantial improvements in students’ acquisition of ToM (e.g., seeing leads to knowing and identifying desire-based and context-based emotions) and targeted social skills (e.g., praising others, expressing emotion and seeking help). Feedback and comments from teachers and parents also indicate good social validity of the intervention program. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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19 pages, 1140 KiB

Open AccessArticle

Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns

by Gül Kahveci and Ahmet Güneyli

Behav. Sci. 2023, 13(8), 674; https://doi.org/10.3390/bs13080674 - 11 Aug 2023

Viewed by 1639

Abstract

Conjoint behavioral consultation (CBC), as adjusted for 2e children with academic and behavioral difficulties, was the focus of this single-subject design study. Three young children from a preschool participated, together with their parents and teachers. Academic enablers for students—intervention, maintenance, and generalization phases; academic and behavioral competencies—intervention, maintenance, and generalization phases; and teachers’, parents’, and students’ perceptions of the intervention’s social validity data were collected among the outcome measures. Findings from multiple participant-related probes pointed to constructive improvements in the phases of intervention, maintenance for listening behavior, and improved on-task skill in intervention, maintenance, and generalization. Additionally, during the consultation, parents and teachers noted improvements in the outcomes of the target behavior such as rhythm keeping, picture–word matching, writing the pictured concept in Turkish, writing the pictured concept in English, short personal story writing, short personal story telling, and verbal math problem solving, and each stakeholder gave the intervention a grade for its social validity. Limitations, potential routes for future study, and implications for preschool CBC intervention are highlighted. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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16 pages, 4203 KiB

Open AccessArticle

Measuring Engagement in Robot-Assisted Therapy for Autistic Children

by Abeer Al-Nafjan, Noura Alhakbani and Amal Alabdulkareem

Behav. Sci. 2023, 13(8), 618; https://doi.org/10.3390/bs13080618 - 25 Jul 2023

Cited by 3 | Viewed by 1539

Abstract

Children with autism face a range of challenges when it comes to verbal and nonverbal communication. It is essential that children participate in a variety of social, educational, and therapeutic activities to acquire knowledge that is essential for cognitive and social development. Recent studies have shown that children with autism may be interested in playing with an interactive robot. The robot can engage these children in ways that demonstrate and train essential aspects of human interaction, guiding them in therapeutic sessions to practice more complex forms of interaction found in social human-to-human interactions. This study sets out to investigate Robot-Assisted Autism Therapy (RAAT) and the use of artificial intelligence (AI) approaches for measuring the engagement of children during therapy sessions. The study population consisted of five native Arabic-speaking autistic children aged between 4 and 11 years old. The child–robot interaction was recorded by the robot camera and later used for analysis to detect engagement. The results show that the proposed system offers some accuracy in measuring the engagement of children with ASD. Our findings revealed that robot-assisted therapy is a promising field of application for intelligent social robots, especially to support autistic children in achieving their therapeutic and educational objectives. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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8 pages, 235 KiB

Open AccessArticle

AAC and Autism: Manual Signs and Pecs, a Comparison

by Alessandro Frolli, Sonia Ciotola, Clara Esposito, Sara Fraschetti, Maria Carla Ricci, Francesco Cerciello and Maria Grazia Russo

Behav. Sci. 2022, 12(10), 359; https://doi.org/10.3390/bs12100359 - 26 Sep 2022

Cited by 2 | Viewed by 4897

Abstract

Autism Spectrum Disorders (ASD) represent a heterogeneous group of disorders, with onset in developmental age, which present a clinical expressiveness that varies from subject to subject and in the same subject over time. The DSM 5 defines Autism Spectrum Disorders according to two main criteria: persistent deficits in social communication and social interaction in multiple contexts and limited and repetitive patterns of behavior, interests or activities. This disorder can manifest itself across a broad spectrum of severity levels. Indeed, ASD includes clinical conditions from low functioning (LF—Low Functioning) to high functioning (HF—High Functioning), taking cognitive and adaptive functioning as a reference. One of the main characteristics of individuals with ASD is a delay in receptive and expressive communication. These deficits have led to the identification of evidence-based practices, particularly for those with severe communication difficulties. Augmentative Alternative Communication (AAC) has been implemented to compensate for deficits in functional communication and language skills in individuals with complex communication deficits. The AAC comprises communication systems including the Manual Signs, speech and image output devices (Communicators), and Image Exchange Systems (PECS); these systems have been shown to actually improve various abilities in autism such as social skills, modify and improve dysfunctional behaviors and, above all, improve learning. Recent meta-analyses have shown how PECS and Manual Sign can have great effects on the communication skills of young people with autism. The aim of this study is to compare these two types of intervention to improve communication in terms of vocalization in subjects with ASD and try to understand which of the two lead to more significant and rapid improvements. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

15 pages, 4846 KiB

Open AccessArticle

Eye Tracking Study of Social Intensity on Social Orientation of Autistic Children

by Yajing Zhang, Kun Zhang, Jingying Chen, Lili Liu, Meijuan Luo, Qian Chen, Xiao Zeng and Guangshuai Wang

Behav. Sci. 2022, 12(9), 322; https://doi.org/10.3390/bs12090322 - 05 Sep 2022

Cited by 1 | Viewed by 2005

Abstract

Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children. It found that in the scenes without social interaction, the attention patterns of autistic children and typical developing children were the same, while the attention patterns of autistic children were abnormal in the scenes with social interaction. From the eye tracking data, it was shown that the gaze processing process of autistic children was not as smooth as that of typical developing children. Compared with cartoons and other social scenes with low ecological validity, realistic painting could better restore the proportion of real scenes. Moreover, it could reduce the complexity of information which could not be done in real scenes. The findings of this study provide support for training and education of autistic children. Intervention with realistic paintings is conducive to the migration of autistic children. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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Review

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18 pages, 1523 KiB

Open AccessReview

Assessing the Potential of Robotics Technology for Enhancing Educational for Children with Autism Spectrum Disorder

by Maha Alghamdi, Noura Alhakbani and Abeer Al-Nafjan

Behav. Sci. 2023, 13(7), 598; https://doi.org/10.3390/bs13070598 - 16 Jul 2023

Cited by 6 | Viewed by 3012

Abstract

Robotics technology has been increasingly used as an educational and intervention tool for children with autism spectrum disorder (ASD). However, there remain research issues and challenges that need to be addressed to fully realize the potential benefits of robot-assisted therapy. This systematic review categorizes and summarizes the literature related to robot educational/training interventions and provides a conceptual framework for collecting and classifying these articles. The challenges identified in this review are classified into four levels: robot-level, algorithm-level, experimental-research-level, and application-level challenges. The review highlights possible future research directions and offers crucial insights for researchers interested in using robots in therapy. The most relevant findings suggest that robot-assisted therapy has the potential to improve social interaction, communication, and emotional regulation skills in children with ASD. Addressing these challenges and seeking new research avenues will be critical to advancing the field of robot-assisted therapy and improving outcomes for children with ASD. This study serves as a roadmap for future research in this important area. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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14 pages, 649 KiB

Open AccessReview

Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review

by Yi-Fan Li, Suzanne Byrne, Wei Yan and Kathy B. Ewoldt

Behav. Sci. 2023, 13(2), 138; https://doi.org/10.3390/bs13020138 - 07 Feb 2023

Cited by 1 | Viewed by 2094

Abstract

The ability to work and function independently is one of the most important skills for the achievement of ideal post-school outcomes. The use of self-monitoring to improve independence and/or reduce undesirable behaviors is an imperative need for individuals with autism. The purpose of this literature review was to examine technology-based self-monitoring interventions for individuals with autism. We used a four-step literature search process to identify studies for review. Online databases, such as ERIC, were used to search for studies. Using four inclusion criteria and PRISMA guidelines for the selection and screening process, we identified 16 studies that met the inclusion criteria. We used coding to summarize the following information from the included studies: participants who met the inclusion criteria, primary dependent variable, primary intervention, and study design. The results of the review revealed three primary functions of technology performed in self-monitoring. The included studies targeted on-task behaviors, skill acquisition, and socially relevant behaviors as primary dependent variables. The findings of the review suggested that future research could use self-monitoring interventions to support an adult with autism in employment settings and that a self-monitoring intervention could be tailored by considering individual differences. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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20 pages, 1199 KiB

Open AccessReview

Examining Predictors of Different ABA Treatments: A Systematic Review

by Mariangela Cerasuolo, Roberta Simeoli, Raffaele Nappo, Maria Gallucci, Luigi Iovino, Alessandro Frolli and Angelo Rega

Behav. Sci. 2022, 12(8), 267; https://doi.org/10.3390/bs12080267 - 04 Aug 2022

Cited by 7 | Viewed by 3324

Abstract

In the recent literature, there is a broad consensus on the effectiveness of Applied Behavior Analysis interventions for autism spectrum disorder (ASD). Despite their proven efficacy, research in clinical settings shows that these treatments are not equally effective for all children and the issue of which intervention should be chosen for an individual remains a common dilemma. The current work systematically reviewed studies on predictors and moderators of response to different types of evidence-based treatment for children with ASD. Specifically, our goal was to critically review the relationships between pre-treatment child characteristics and specific treatment outcomes, covering different aspects of functioning (i.e., social, communicative, adaptive, cognitive, motor, global functioning, play, and symptom severity). Our results questioned the binomial “better functioning-better outcome”, emphasizing the complex interplay between pre-treatment child characteristics and treatment outcomes. However, some pre-treatment variables seem to act as prerequisites for a specific treatment, and the issue of “what works for whom and why” remains challenging. Future research should focus on the definition of evidence-based decision-making models that capture those individual factors through which a specific intervention will exert its effects. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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33 pages, 453 KiB

Open AccessReview

Virtual Reality Technology as an Educational and Intervention Tool for Children with Autism Spectrum Disorder: Current Perspectives and Future Directions

by Minyue Zhang, Hongwei Ding, Meri Naumceska and Yang Zhang

Behav. Sci. 2022, 12(5), 138; https://doi.org/10.3390/bs12050138 - 10 May 2022

Cited by 35 | Viewed by 11527

Abstract

The worldwide rising trend of autism spectrum disorder (ASD) calls for innovative and efficacious techniques for assessment and treatment. Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry, as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training, including social and interaction skills. This review article offers a summary of current perspectives and evidence-based VR applications for children with ASD, with a primary focus on social communication, including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations, as well as disputes over the application of VR to autism research and therapy, are discussed, and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, linguistic diversity, and the development of theoretical models and brain-based research. Full article

(This article belongs to the Special Issue Training and Education in Children with Autism)

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