Recreational ball games are effective in improving social communication impairments among preschoolers diagnosed with autism spectrum disorder: a multi-arm controlled study
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SUBMITTER: Qi K
PROVIDER: S-EPMC11342502 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:PurposeThis study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS).MethodEffects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement.ResultsOutcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. All children improved in peer-directed communication, with greater increases for 2 children during snack time. For each child with autism, the primary communication behavior was to initiate with picture symbols to request; the peer's primary communication was to respond. Two children increased communicative functions to comment and to share, and all 4 children showed improved social engagement. All peers increased their communication with the children with autism.ConclusionsThese findings add to the limited research on the benefits of teaching typically developing peers to be responsive listeners to preschoolers with autism by learning to use PECS. These results invite further investigation of teaching peers other augmentative and alternative communication approaches and how to increase children's communication with peers for different purposes.
| S-EPMC6195038 | biostudies-literature
Project description:Children with autism spectrum disorder (ASD) commonly show difficulty in communication and daily functional skills. The use of scripts may help establish these repertoires. Scripts may be visual (e.g., pictures depicting actions), textual (e.g., printed or written sentences depicting actions), or auditory (e.g., recorded or dictated phrases depicting actions).Background/objectivesThe purpose was to assess the efficacy of script fading in establishing the vocal verbal emission of sentences under the control of pictures representing actions from four behavioral sequences (e.g., brushing teeth) in three children with ASD. The effects of the intervention on the emergence of related non-verbal repertoires were evaluated. During intervention, the scripts were textual for one participant, who initially read the sentences. For the remaining two participants, scripts were dictated to them so they could repeat them. Across sessions, scripts were faded out by gradually omitting the words from the sentences.ResultsScript fading produced the emission of sentences solely in the presence of pictures (tacts according to a Skinnerian approach of language), replicating a previous study in which the same procedure also established the same type of repertoire. However, as an extension, in the current investigation, related non-verbal actions also emerged. Other previous studies into script fading were not specifically concerned with teaching tacts and probing the emergence of related non-verbal untaught repertoires.ConclusionsThe data were interpreted as indicating correspondence between verbal and non-verbal behavior or "say-do" correspondence. The data were discussed in the sense that script fading, for some learners, may improve communication with sentences that impact the acquisition of related non-verbal behavioral chains. Limitations of the research were discussed.
| S-EPMC11852024 | biostudies-literature
Project description:According to the fighting hypothesis, frequency-dependent selection gives relatively rarer left-handers a competitive edge in duel-like contests and is suggested as one mechanism that ensured the stable maintenance of handedness polymorphism in humans. Overrepresentation of left-handers exclusively in interactive sports seems to support the hypothesis. Here, by referring to data on interactive ball sports, I propose that a left-hander's advantage is linked to the sports' underlying time pressure. The prevalence of left-handers listed in elite rankings increased from low (8.7%) to high (30.39%) time pressure sports and a distinct left-hander overrepresentation was only found in the latter (i.e. baseball, cricket and table tennis). This indicates that relative rarity and the interactive nature of a contest are not sufficient per se to evoke a left-hander advantage. Refining the fighting hypothesis is suggested to facilitate prediction and experimental verification of when and why negative frequency-dependent selection may benefit left-handedness.
| S-EPMC5719378 | biostudies-literature
Project description:Purpose The purpose of this study was to measure changes in communication of preschoolers with autism using the Communication Complexity Scale (CCS; Brady et al., 2012 ) and to examine the utility of the CCS in measuring pretreatment and posttreatment changes within peer and adult assessment contexts. Method The CCS was used to code preassessment and postassessment for 23 children with autism randomly assigned to a treatment that incorporated a peer-mediated approach and a speech-generating device and 22 assigned to a business-as-usual condition with untrained peers. Children were assessed in 2 structured 30-min contexts-1 with an adult examiner and 1 with a peer partner coached by an adult. Results Children in both groups showed significant changes in communication complexity CCS scores from pretreatment to posttreatment in the adult and peer contexts. At both occasions, CCS scores were higher with adult partners yet showed greater improvements over time with peer partners. Conclusions Results showed that the CCS was sensitive to change over time but did not discriminate changes in communication complexity associated with maturation versus treatment. It did show some differences based on interactions with peer versus adult partners. Outcomes provide preliminary support for using this scale to measure communication changes in different contexts. Supplemental Material https://doi.org/10.23641/asha.7408856.
| S-EPMC6503862 | biostudies-literature
Project description:BackgroundMotor skills are impaired in overweight children whose levels of physical activity are low and these children are more likely to sustain lower extremity injuries. The purpose of this study was to analyze prospectively in overweight children the influence of ball games and nutrition counseling on postural control.MethodsIn all, 46 overweight children (age: 6-12 years, BMI: female: 25.2 ± 3.6 kg/m(2), male: 26.2 ± 2.8 kg/m(2) (mean value ± standard deviation) were examined prospectively in four randomized groups (ball games, nutrition counseling, ball games and nutrition counseling, and group without intervention) for six months. A one-legged standing test was performed.ResultsThe children demonstrated improved postural control after six months of intervention: mean difference M1-M2 ± standard deviation: 5 ± 6 error points (p < 0.001, T = 4.906), whereas the control group without intervention did not show any significant improvement: 2 ± 8 error points (p = 0.357, T = 0.972).ConclusionsBall games and nutrition counseling have a positive influence on postural control and therefore could help prevent injury.Trial registrationClinicalTrials.gov Identifier: NCT01825174 . Registered April 2, 2013.
| S-EPMC4676119 | biostudies-literature
Project description:Traditional board games are a common social activity for many children, but little is known about the behavioral effects of this type of game. The current study aims to explore the behavioral effects of cooperative and competitive board games in four-to-six-year-old children (N = 65). Repeatedly during 6 weeks, children in groups of four played either cooperative or competitive board games in a between-subject design, and shortly after each game conducted a task in which children's cooperative, prosocial, competitive, and antisocial behavior were observed. The type of board game did not have an effect on cooperative, prosocial or antisocial behavior. Cooperative and competitive board games elicited equal amounts of cooperative and prosocial behavior, which suggest that board games, regardless of type, could have positive effects on preschoolers' social behavior. Our results suggest that children may compete more after playing competitive board games; but the measure of competitive behavior in particular was unreliable. Preschoolers enjoyed playing cooperative board games more than competitive board games, which may be one reason to prefer their use.
| S-EPMC8248432 | biostudies-literature
Project description:IntroductionChildren with Autism Spectrum Disorder (ASD) have different cognitive and intelligence profiles than typical developing individuals. Some of these children need cognitive rehabilitation. This study's main purpose is to provide a systematic review about applying computerized cognitive games for autistic children and to determine the effectiveness of such interventions.Material and methodsA thorough search of the ISI Web of Science, Medline (through PubMed), Scopus, IEEE Xplore, and APA PsycInfo databases was performed for articles published from inception to May 17, 2022.ResultsOf 1746 papers, 28 studies were found to be eligible in this systematic review. Fifteen studies (53.57%) compared a Control Group (CG) with Experimental Groups (EGs), while 13 papers (46.42%) evaluated only the impact of the applied intervention in an experimental group. Major domains of cognitive functions are divided into five main categories: 1. Executive functions, 2. Social cognition/emotions, 3. Attention/concentration, 4. Learning and memory, and 5. Language. In 42.85% (12 studies) of the screened papers, social cognition and emotions were assessed after cognitive rehabilitation. The highest rate of effects reported by studies were related to social cognition enhancement. Of the total number of included studies, 17 studies reported a positive effect at all scales, of which nine were quasi-experimental, and seven were fully experimental.ConclusionUsing suitable computerized game-based solutions could enhance cognition indexes in autistic children. Hence, further investigation is needed to determine the real effectiveness of these novel technologies.
| S-EPMC9809031 | biostudies-literature
Project description:Autism is a complex neurodevelopmental disorder characterized by impaired reciprocal social interaction, communication deficits and repetitive behaviors. A very large number of genes have been linked to autism, many of which encode proteins involved in the development and function of synaptic circuitry. However, the manner in which these mutated genes might participate, either individually or together, to cause autism is not understood. One factor known to exert extremely broad influence on brain development and network formation, and which has been linked to autism, is the neurotransmitter serotonin. Unfortunately, very little is known about how alterations in serotonin neuronal function might contribute to autism. To test the hypothesis that serotonin dysfunction can contribute to the core symptoms of autism, we analyzed mice lacking brain serotonin (via a null mutation in the gene for tryptophan hydroxylase 2 (TPH2)) for behaviors that are relevant to this disorder. Mice lacking brain serotonin (TPH2-/-) showed substantial deficits in numerous validated tests of social interaction and communication. These mice also display highly repetitive and compulsive behaviors. Newborn TPH2-/- mutant mice show delays in the expression of key developmental milestones and their diminished preference for maternal scents over the scent of an unrelated female is a forerunner of more severe socialization deficits that emerge in weanlings and persist into adulthood. Taken together, these results indicate that a hypo-serotonin condition can lead to behavioral traits that are highly characteristic of autism. Our findings should stimulate new studies that focus on determining how brain hyposerotonemia during critical neurodevelopmental periods can alter the maturation of synaptic circuits known to be mis-wired in autism and how prevention of such deficits might prevent this disorder.
| S-EPMC3490915 | biostudies-literature
Project description:An ontological model of an operational theory is considered to be universally noncontextual if both preparation and measurement noncontextuality assumptions are satisfied in that model. In this report, we first generalize the logical proofs of quantum preparation and measurement contextuality for qubit system for any odd number of preparations and measurements. Based on the logical proof, we derive testable universally non-contextual inequalities violated by quantum theory. We then propose a class of two-party communication games and show that the average success probability of winning such games is solely linked to suitable Bell expression whose local bound is greater than universal non-contextual bound. Thus, for a given state, even if quantum theory does not exhibit non-locality, it may still reveal non-classicality by violating the universal non-contextual bound. Further, we consider a different communication game to demonstrate that for a given choices of observables in quantum theory, even if there is no logical proof of preparation and measurement contextuality exist, the universal quantum contextuality can be revealed through that communication game. Such a game thus test a weaker form of universal non-contextuality with minimal assumption.
| S-EPMC6879595 | biostudies-literature
Project description:Purpose This study reports a secondary analysis of the nature of communicative functions and modalities used in initiations and responses of minimally verbal preschoolers with severe autism spectrum disorder (ASD) from a previously published study (Thiemann-Bourque, Feldmiller, Hoffman, & Johner, 2018). This analysis focused on the final cohort (n = 6) from a group design study (N = 45) that examined a peer mediation and speech-generating device (SGD) intervention compared to an SGD-only condition. Method After teaching peers to use an iPad as an SGD within a modified stay-play-talk approach, school staff implemented SGD instruction in child-peer dyads during typical preschool activities. To investigate individual differences among children who demonstrated increased communication acts in the peer + SGD condition, changes in reciprocity, modalities used, and communicative functions were examined using a multiple-baseline design across children. Fidelity of implementation and social validity data were also collected. Results Six children with ASD and their peers demonstrated more balanced reciprocity, with individual differences in how and why children communicated during exchanges. That is, all children with ASD increased in SGD use as their primary communication mode; 3 children used different modalities including more speech, and 3 children used primarily gestures and SGD. The most frequent function expressed was requests for objects. More modest increases were observed in comments and requests for actions, with negligible changes in gaining attention. Social validity reports by naïve judges reflected clear improvements in communication interactions. Conclusion Findings are promising for a preschool SGD intervention that can expand children's modalities and communicative functions to engage in balanced exchanges with peer partners. Supplemental Material https://doi.org/10.23641/asha.11374203.
| S-EPMC7213477 | biostudies-literature