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ERIC Number: EJ1019295
Record Type: Journal
Publication Date: 2013-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1362-3613
To Enforce or Not to Enforce? The Use of Collaborative Interfaces to Promote Social Skills in Children with High Functioning Autism Spectrum Disorder
Ben-Sasson, Ayelet; Lamash, Liron; Gal, Eynat
Autism: The International Journal of Research and Practice, v17 n5 p608-622 Sep 2013
The goal of this study was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the games were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS). Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire. The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 2; Grade 3; Grade 5; Primary Education; Intermediate Grades; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children