Towards a supramodal organization of conceptual knowledge

The relationship between atypical visual processing and social skills in young children with autism

Atypical excitation–inhibition balance in autism captured by the gamma response to contextual modulation☆

Children with intellectual disabilities are individuals with intelligence below average, generally have barriers to social skills. Therapy to improve children's social skills is by playing origami therapy. This study aims to determine the effect of origami play therapy on the level of social skills in children with intellectual disabilities.The study was conducted in February 2023. Experimental research design with one group pretest-posttest approach. The total population is 89 students. The sampling technique through purposive sampling obtained 30 samples, data analysis with the Wilcoxon test. The results of social skills research before therapy most respondents had less social skills as much as 19 (63.3%), while after therapy, social skills increased, namely more than half 13 (43.3%) respondents had good social skills. In the statistical test, the result is a ρ value of 0.000, meaning that there was an effect of origami play therapy on the level of social skills in children with intellectual disabilities at Special Education School C Tulungagung. Origami play therapy carried out in groups will cause social interaction between children and peers so that they can improve children's social skills. It is recommended for educators to implement scheduled play therapy so that children's social skills are better.

Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.

Children with autism spectrum disorder (ASD) show ongoing problems with social communication and interaction, plus limited repeated behavior patterns (American Psychiatric Association, 2013). These social skill issues make it hard to them to fit into schools and society. While common treatments like social skills training, Applied Behavior Analysis (ABA), and speech therapy are often used worldwide research suggests that music education could help boost social interaction in ASD children. But in Vietnam, this idea is pretty new, without many thorough reviews or practical how-to guides. Studies show that music education activities lead to better social skills in autistic children. Music helps improve eye contact taking turns, copying others, and starting social interactions. Most studies find that groups using music show much better results than those that do not. But how well music works depends on things like how it is done how long it lasts, if parents are involved, and each child's unique traits. Some big controlled studies have shown mixed results, which means we need more research to figure out the best way to use music. This review backs up the idea that music education could help develop social skills in autistic children. It suggests that teachers and experts should mix music into special education programs to boost social interaction and inclusion. The study also points out current research limits and suggests future research topics stressing the need for Vietnam-specific studies and the creation of special music programs for ASD children.

Atypical visual perception has increasingly been described in individuals with autism spectrum disorders (ASD) and linked to quantitative, autism-like features that are present in children and adults without ASD. We investigated whether individual differences in visual processing skills were related to quantitative measures of autism traits in a pediatric sample with a range of clinical features. Visual processing was comprehensively characterized using the test of visual perceptual skills (TVPS), a standardized test of visual perception with seven subtests that capture a range of visual processing abilities. The TVPS Figure Ground (TVPS-FG) subtest requires an individual to disembed a smaller figure from a larger scene. TVPS-FG subtest scores were positively correlated with children's autism features as measured by a parental report of the Broader Autism Phenotype Questionnaire (BAP-Q). The correlation with BAP-Q was specific to the TVPS-FG subtest, as the other TVPS subtest scores were not significantly related to the BAP-Q. This adds to the growing body of research documenting that atypical visual processing is associated with the autism phenotype and highlights the importance of capturing quantitative traits in heterogeneous developmental brain disorders.

BackgroundThe incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field.ObjectivesThe objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition‐age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013).Search MethodsThe comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013).Selection CriteriaSelection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi‐experimental design, an employment outcome, and a population of individuals with ASD.Data Collection and AnalysisWe updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray literature, and conference and organization websites. Once all potentially relevant studies were located, pairs of coders evaluated the relevance of each title and abstract. Among the studies deemed potentially relevant, 278 were subjected to full‐text retrieval and screening by pairs of coders. Because many intervention studies did not include employment outcomes, only three studies met our inclusion criteria. Given the small number of included studies, meta‐analytic procedures were not used; rather, we opted to use more narrative and descriptive analysis to summarize the available evidence, including an assessment of risk of bias.ResultsThe systematic review update identified three studies that evaluated employment outcomes for interventions for individuals with ASD. All three studies identified in the review suggest that vocation‐focused programs may have positive impacts on the employment outcomes for individuals with ASD. Wehman et al. indicated that participants in Project SEARCH had higher employment rates than control participants at both 9‐month and 1‐year follow‐up time points. Adding autism spectrum disorder supports, Project SEARCH in Wehman et al.'s study also demonstrated higher employment rates for treatment participants than control participants at postgraduation, 3‐month follow‐up, and 12‐month follow‐up. Smith et al. found that virtual reality job interview training was able to increase the number of job offers treatment participants received compared to control participants.Authors' ConclusionsGiven that prior reviews did not identify interventions with actual employment outcomes, the more recent emergence of evaluations of such programs is encouraging. This suggests that there is a growing body of evidence regarding interventions to enhance the employment outcomes for individuals with ASD but also greater need to conduct rigorous trials of vocation‐based interventions for individuals with ASD that measure employment outcomes.

Research on the relationship between core and comorbid features in children with Autism Spectrum Disorder (ASD), particularly executive function, remains limited. Additionally, the role of physical fitness in supporting ASD children’s growth and development appears critical. This study investigates the relationship between executive function, social skills, and physical health in children with ASD. A total of 428 male participants were enrolled, including 117 diagnosed with ASD (mean age: 10.25 ± 1.481 years) and 311 with typical development (mean age: 9.56 ± 1.261 years). The results showed that children with ASD had significantly lower executive function and social interaction abilities than those with typical development (P < 0.05). A strong correlation was found between executive function and social skills (first canonical correlation coefficient: 0.641, P < 0.001), with 20.4% of the variation in social abilities explained by executive function. Specifically, emotional control, working memory, social perception, social cognition, and autistic behaviors influenced ASD children’s development. While balance did not correlate significantly with physical fitness (P > 0.05), muscle strength showed a stronger effect (r = -0.485 to -0.535, P < 0.05). Improving physical fitness may help alleviate deficits in executive function and social skills. These findings provide early insights into the relationship between executive function and social skills in ASD, emphasizing the potential role of physical activity.

This paper deeply explores the phenomenon of social atomization and its extensive impact on the current situation and development of interpersonal relationships, focusing on how the information cocoons caused by the personalized recommendation system of social media and how the social distancing measures implemented during the COVID-19 epidemic have deepened this trend. Through these two specific examples, the paper reveals how social atomization has promoted the rapid change of interpersonal relationships under the background of centralized economic interests, scientific and technological progress, and the rise of individualism, leading to the disintegration of traditional social structure and the significant weakening of the connection between individuals. The article further discusses strategies to address the challenges of social atomization at the social and individual levels, highlighting the importance of promoting interpersonal connectivity through policy-making, community-building, and technology applications. Raising the openness and activities of public space, promoting the exchange of diversified information, and strengthening community cohesion are proposed as countermeasures, to promote closer and more meaningful social ties. Through a comprehensive analysis of social atomization and its impact on interpersonal relationships, this paper provides insights into understanding and responding to this complex phenomenon, while making specific suggestions for promoting social cohesion and improving the quality of interpersonal relationships to promote a more harmonious and closely connected social environment.

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance. &lt;/strong&gt;A substantial proportion of children with autism spectrum disorder (ASD) have limited functional speech, which increases the relevance of augmentative and alternative communication (AAC). This article is the first part of a broader work analysing AAC tools used with children with ASD. &lt;strong&gt;Objective&lt;/strong&gt;. To identify the AAC systems most commonly used with children with ASD, define key developmental domains relevant to AAC system selection, and describe selection criteria and indicators for specific AAC systems. &lt;strong&gt;Methods&lt;/strong&gt;. A systematic literature review was conducted in PubMed, MEDLINE, and eLibrary.ru. Search terms included autism spectrum disorder/ASD, augmentative and alternative communication/AAC, and speech impairment. Thirty-four domestic and international publications meeting the topic relevance criteria were included. &lt;strong&gt;Results&lt;/strong&gt;. The AAC systems most relevant for children with ASD were identified: the Picture Exchange Communication System (PECS), communication boards, natural gestures, single- and multi-message speech-generating devices, and AAC mobile applications. Evidence-based selection requires consideration of five developmental domains: expressive communication, visual perception, cognition, motor skills, and self-regulation. For each AAC system, selection criteria are described to accommodate the heterogeneity of children with ASD and different functional profiles. &lt;strong&gt;Conclusions&lt;/strong&gt;. AAC systems address diverse needs of children with ASD. AAC selection should be individualized and based on the child&amp;rsquo;s asynchronous developmental profile and skill level, which may facilitate more effective AAC acquisition and potentially reduce social-communication difficulties.&lt;/p&gt;

Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting approximately 2% of children in the United States. Growing evidence suggests that immune dysregulation is associated with ASD. One immunomodulatory treatment that has been studied in ASD is intravenous immunoglobulins (IVIG). This systematic review and meta-analysis examined the studies which assessed immunoglobulin G (IgG) concentrations and the therapeutic use of IVIG for individuals with ASD. Twelve studies that examined IgG levels suggested abnormalities in total IgG and IgG 4 subclass concentrations, with concentrations in these IgGs related to aberrant behavior and social impairments, respectively. Meta-analysis supported possible subsets of children with ASD with low total IgG and elevated IgG 4 subclass but also found significant variability among studies. A total of 27 publications reported treating individuals with ASD using IVIG, including four prospective, controlled studies (one was a double-blind, placebo-controlled study); six prospective, uncontrolled studies; 2 retrospective, controlled studies; and 15 retrospective, uncontrolled studies. In some studies, clinical improvements were observed in communication, irritability, hyperactivity, cognition, attention, social interaction, eye contact, echolalia, speech, response to commands, drowsiness, decreased activity and in some cases, the complete resolution of ASD symptoms. Several studies reported some loss of these improvements when IVIG was stopped. Meta-analysis combining the aberrant behavior checklist outcome from two studies demonstrated that IVIG treatment was significantly associated with improvements in total aberrant behavior and irritability (with large effect sizes), and hyperactivity and social withdrawal (with medium effect sizes). Several studies reported improvements in pro-inflammatory cytokines (including TNF-alpha). Six studies reported improvements in seizures with IVIG (including patients with refractory seizures), with one study reporting a worsening of seizures when IVIG was stopped. Other studies demonstrated improvements in recurrent infections, appetite, weight gain, neuropathy, dysautonomia, and gastrointestinal symptoms. Adverse events were generally limited but included headaches, vomiting, worsening behaviors, anxiety, fever, nausea, fatigue, and rash. Many studies were limited by the lack of standardized objective outcome measures. IVIG is a promising and potentially effective treatment for symptoms in individuals with ASD; further research is needed to provide solid evidence of efficacy and determine the subset of children with ASD who may best respond to this treatment as well as to investigate biomarkers which might help identify responsive candidates.

PurposeChildren with autism spectrum disorder (ASD) face difficulty with educational attainment because of to their inability to interact with others. One intervention that is used to increase social skills in individuals with ASD is social stories. This study aimed at exploring the impact of digital social stories in improving social skills of two students with ASD in the UAE.Design/methodology/approachAn experimental AB single-subject study was conducted to investigate the impact of digital social stories on nonverbal communication, targeting two specific behaviors: raising hands before leaving one’s seat (TB1) and playing and sharing toys with peers (TB2). Two digital social stories (DSS1 and DSS2) were developed for the purpose of this study and transformed using a digital platform to be displayed on an iPad (tablet).FindingsThis study involved two male participants with ASD (10 and 11 years old). Participant one demonstrated improvement in TB1 (mean of 1.11) because of DSS1 in the intervention phase. Participant two demonstrated improvement of 18% in TB2 ( mean of 0.18) as a result of DSS2 in the intervention phase.Practical implicationsBoth students that participated in the study showed a positive change in their target behaviors during the intervention phase intervention at different levels. Using an ABA study design would have been stronger in establishing a more valid causal relation in this single-subject design study. However, due the COVID-19 closures and curfews, the researchers had to switch to the AB design.Originality/valueThis study demonstrated how social stories had a positive impact on ASD social skills. Further, it indicated the potential effectiveness of using digital social stories to reduce undesirable behaviors or increase a desirable behaviors in children who have ASD.

Objectives In this study, the purpose of this study was to develop and verify the validity of an interpersonal relationship test tool for children with autism spectrum disorder perceived by teachers.&#x0D; Methods As for the research method, preliminary questions were formed through previous studies and DSM-5 diagnostic criteria, and finally 30 questions were derived through the Delphi technique. Consent was obtained from special school teachers, general kindergarten and elementary school teachers, and a total of 164 children, including 49 ASD children and 115 normally developing children, were evaluated by the teacher, and the results were analyzed. To do this, reliability and validity were performed.&#x0D; Results In order to derive the results, data were collected from teachers, and the internal consistency of the items was evaluated with Cronbach's α through the SPSS 20 statistical program, and the reliability of the result was .975, and exploratory factor analysis was conducted to confirm construct validity. With a three-factor structure, KMO=.935 is suitable for factor analysis, and RMSEA in confirmatory factor analysis is .098, moderate fit, TLI=.863, CFI=.873, a good value was not obtained, but it was confirmed as an acceptable level of fit. In addition, K-SCQ and criterion validity were confirmed to confirm a significant correlation.&#x0D; Conclusions In this study, I aimed to confirm the development and validation of interpersonal relationship tests for children with autism spectrum disorder perceived by teachers. The purpose of the interpersonal test designed by this researcher was not to screen for autism spectrum disorder, but to screen for children with autism spectrum disorder only through observation by teachers of children who have not reached typical development at school sites, daycare centers for preschoolers, or kindergartens. In addition, it was confirmed by the correlation between K-SCQ and interpersonal test results that it is a scale that can serve as an objective preliminary information for ASD diagnosis.In addition, this study, similar to the results of the Social Skills Q-Sort evoked by Locke and colleagues (2014), in a reference that is unique and often ignored in the school setting, provides insight into the interpersonal relationships of children with autism spectrum disorders with the peers they normally interact with. It is worthwhile to provide additional evidence for the imbalance.it collects information on the interpersonal characteristics of children with ASD and identifies strengths and weaknesses. In the interpersonal factor, which is one of the three factors of the interpersonal relationship test, there is a difference between normal children and children with autism spectrum disorder (T-test=-15.570), but this factor is 38.98 compared to the ASD child test result of 17.82. As a result, it is meaningful that it can be interpreted as a test that can apply interpersonal factors to all children with a lower result than other factors. The interpersonal test is meaningful in identifying the most important part of sociability and in selecting children who are socially alienated and face difficulties in interpersonal relationships. In addition, it can be said that it is useful in assigning the function of the sociality program of children with autism spectrum disorder as a pre- and post-measurement tool of the study.

Impaired social functioning is a hallmark feature of autism spectrum disorder (ASD), often requiring treatment throughout the life span. PEERS(®) (Program for the Education and Enrichment of Relational Skills) is a parent-assisted social skills training for teens with ASD. Although PEERS(®) has an established evidence base in improving the social skills of adolescents and young adults with ASD in North America, the efficacy of this treatment has yet to be established in cross-cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a Korean version of PEERS(®) for enhancing social skills through a randomized controlled trial (RCT).The English version of the PEERS(®) Treatment Manual (Laugeson & Frankel, 2010) was translated into Korean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of ASD and a verbal intelligence quotient (IQ) ≥ 65. Eligible teens were randomly assigned to a treatment group (TG) or delayed treatment control group (CG). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to ASD. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the PEERS(®) treatment. Independent samples t-tests revealed no significant differences at baseline across the TG and CG conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years), IQ (99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or ASD symptoms (p < 0.05), respectively. Results for treatment outcome suggest that the TG showed significant improvement in communication and social interaction domain scores on the Autism Diagnostic Observation Schedule, interpersonal relationship and play/leisure time on the subdomain scores of the Korean version of the Vineland Adaptive Behavior Scale (p's < 0.01), social skills knowledge total scores on the Test of Adolescent Social Skills Knowledge-Revised (p < 0.01), and decreased depressive symptoms on the Child Depression Inventory following treatment (p < 0.05). Analyses of parental outcome reveal a significant decrease in maternal state anxiety in the TG after controlling for potential confounding variables (p < 0.05). Despite cultural and linguistic differences, the PEERS(®) social skills intervention appears to be efficacious for teens with ASD in Korea with modest cultural adjustment. In an RCT, participants receiving the PEERS(®) treatment showed significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and ASD symptoms. This study represents one of only a few cross-cultural validation trials of an established evidence-based treatment for adolescents with ASD.

Effects of music-based social stories on comprehension and generalization of social skills in children with autism spectrum disorders: A randomized effectiveness study