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Shelton N, Munro N, Starling J, Tieu L, Keep M. Social media use by young people with language disorders: a scoping review. Disabil Rehabil 2024:1-11. [PMID: 38459901 DOI: 10.1080/09638288.2024.2325039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 02/24/2024] [Indexed: 03/11/2024]
Abstract
PURPOSE Social media are widely used by young people (YP), but how YP with language disorders use social media for social interaction remains insufficiently studied. This article provides an overview of the research on social media use by YP with language disorders. MATERIALS AND METHODS A scoping review was conducted, guided by a five-stage framework. Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsychINFO, Scopus, speechBITE, Web of Science, ProQuest Dissertations & Theses Global). Chaining searches of papers identified for inclusion were conducted. RESULTS After screening 199 unique papers, 44 were included. Findings revealed that YP with language disorders use social media less compared to typically developing peers; their profile of communication difficulties may impact the types of social media with which they engage. Although intervention studies are limited, the results offer encouraging findings regarding the positive impact of support for use of social media. Barriers and facilitators for social media use are identified. CONCLUSIONS YP with language disorders use social media for social purposes. However, co-designed research into what YP with language disorders perceive their social media needs to be is urgently needed. How to support YP with language disorders to use social media is subject to future investigation.
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Affiliation(s)
- Nichola Shelton
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Julia Starling
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Lyn Tieu
- Faculty of Arts and Science, University of Toronto, Toronto, Canada
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia
- Department of Linguistics, Macquarie University, Sydney, Australia
| | - Melanie Keep
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030182] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.
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Schmidt NB, Vereenooghe L. Inclusiveness of cognitive bias modification research toward children and young people with neurodevelopmental disorders: A systematic review. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2020; 68:86-101. [PMID: 35309701 PMCID: PMC8928859 DOI: 10.1080/20473869.2020.1720156] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2019] [Revised: 01/17/2020] [Accepted: 01/18/2020] [Indexed: 06/14/2023]
Abstract
Cognitive bias modification (CBM) is increasingly used to target cognitive biases related to internalising or externalising problems, which are common in neurodevelopmental disorders (NDD). This systematic review assesses the available evidence for using CBM in children and young people with NDD, in particular regarding ambiguous interpersonal information, and the extent of their exclusion from this type of intervention research. PsycINFO, PsycARTICLES, MEDLINE, Cochrane Central Register of Controlled Trials and Science Citation Index were consulted using MeSH terms and synonyms of "neurodevelopmental disorders", "mental health problems", "cognitive bias", "modification" and "review". Data extraction focused on the efficacy of CBM for NDD, how CBM was delivered, whether studies adopted exclusion criteria relating to NDD and the rationale for such criteria. The search identified 2270 records, of which twenty-nine studies assessed CBM for interpretations and were included in the qualitative synthesis. Three studies targeted bias in NDD, whereas a third of studies explicitly excluded participants based on NDD-related criteria: most frequently intellectual impairment, reading or learning difficulties and autism spectrum disorder (ASD). Only one study provided a rationale for excluding NDD which related to the reading demands of their intervention. There is tentative evidence for the feasibility of using CBM to reduce interpretation bias in children and young people with mild intellectual disability, ASD or attention-deficit/hyperactivity disorder (ADHD). We recommend that CBM research should consider including participants with NDD, use CBM tasks and adaptations that enable this group's inclusion, or provide a sufficient rationale for their exclusion.
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Affiliation(s)
- Nora B. Schmidt
- Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
| | - Leen Vereenooghe
- Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
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Stiller A, Weber J, Strube F, Mößle T. Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study. Behav Sci (Basel) 2019; 9:E56. [PMID: 31121966 PMCID: PMC6562753 DOI: 10.3390/bs9050056] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 05/17/2019] [Accepted: 05/19/2019] [Indexed: 11/16/2022] Open
Abstract
Screen based media have progressively become an integral part in the daily lives of children and youths with and without autism spectrum disorder (ASD). However, research that exclusively pursues the functionality of screen media use of children with ASD is extremely rare. Through a triangulated approach, the present study aims to fill this gap. We conducted 13 interviews with parents of children with ASD and supplemented this interview-study with an online survey including parents of children with ASD (n = 327). Children with ASD mostly used screen media (especially television) for their wellbeing, which is associated with chances and risks. Based on the parental interviews it is suggested that the media usage of children with ASD should be supervised. The results are discussed in terms of their practical implementation.
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Affiliation(s)
- Anja Stiller
- Criminological Research Institute of Lower Saxony (KFN), 30179 Hanover, Germany.
| | - Jan Weber
- Criminological Research Institute of Lower Saxony (KFN), 30179 Hanover, Germany.
| | - Finja Strube
- MediClin Deister Weser Clinics, 31848 Bad Münder, Germany.
| | - Thomas Mößle
- Faculty II-Criminal Sciences, Police University of Applied Sciences, 78054 Villingen-Schwenningen, Germany.
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Finke EH, Hickerson BD, Kremkow JMD. "To Be Quite Honest, If It Wasn't for Videogames I Wouldn't Have a Social Life at All": Motivations of Young Adults With Autism Spectrum Disorder for Playing Videogames as Leisure. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:672-689. [PMID: 29610898 DOI: 10.1044/2017_ajslp-17-0073] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2017] [Accepted: 11/06/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE Leisure activities are underutilized as a context for intervention in the field of speech-language pathology despite the fact that leisure can be an important context for skill development. The current study investigated the perceptions of individuals with autism spectrum disorder (ASD) who play videogames as their primary leisure activity regarding the role of videogames in their lives and their motivations for playing videogames. METHOD Qualitative interview methodology was used to investigate the experiences of 10 18-24-year-olds with ASD. Information was collected about the role of videogames in the lives of adolescents and young adults with ASD and the perceived benefits of playing videogames. RESULTS Results indicated the participants perceived playing videogames to have a positive impact on their lives and their development. The motivations for playing videogames described are similar to those reported by typically developing populations. CONCLUSIONS Videogaming is a popular leisure pursuit for adolescents and young adults with and without ASD. Speech-language pathologists should consider how videogame play may be a useful context for teaching new communication, social, and language.
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Affiliation(s)
- Erinn H Finke
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville
| | - Benjamin D Hickerson
- Department of Community and Therapeutic Recreation, The University of North Carolina at Greensboro
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Stiller A, Mößle T. Media Use Among Children and Adolescents with Autism Spectrum Disorder: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2018. [DOI: 10.1007/s40489-018-0135-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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Engelhardt CR, Mazurek MO, Hilgard J. Pathological game use in adults with and without Autism Spectrum Disorder. PeerJ 2017; 5:e3393. [PMID: 28663933 PMCID: PMC5488854 DOI: 10.7717/peerj.3393] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Accepted: 05/09/2017] [Indexed: 11/20/2022] Open
Abstract
This study tested whether adults with autism spectrum disorder (ASD) are at higher risk for pathological game use than typically developing (TD) adults. Participants included 119 adults with and without ASD. Participants completed measures assessing daily hours of video game use, percent of free time spent playing video games, and symptoms of pathological game use. The results indicated that adults with ASD endorsed more symptoms of video game pathology than did TD adults. This relationship was strong, enjoying 300,000-to-1 odds in Bayesian model comparison. Results also showed that adults with ASD spent more daily hours playing video games and spent a higher percent of their free time playing video games than did TD adults. Even after adjustment for these differences in daily video game hours and proportion of free time spent on games, model comparisons found evidence for a difference in game pathology scores associated with ASD status. Additionally, escapism motives for playing video games was associated with game pathology scores in both ASD and TD adults, replicating and extending a previous report. In conclusion, the risk for pathological game use appears larger in adults with ASD compared with TD adults. These findings point to pathological game use as a potentially important focus of clinical attention in adults with ASD.
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Affiliation(s)
| | - Micah O Mazurek
- Department of Health Psychology and Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, Columbia, MO, United States of America.,Curry School of Education, University of Virginia, Charlottesville, VA, United States of America
| | - Joseph Hilgard
- Annenberg Public Policy Center, University of Pennsylvania, Philadelphia, PA, United States of America
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Molina-Carmona R, Satorre-Cuerda R, Villagrá-Arnedo C, Compañ-Rosique P. Training Socially Responsible Engineers by Developing Accessible Video Games. LEARNING AND COLLABORATION TECHNOLOGIES. TECHNOLOGY IN EDUCATION 2017. [DOI: 10.1007/978-3-319-58515-4_15] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Flynn RM, Colon N. Solitary Active Videogame Play Improves Executive Functioning More Than Collaborative Play for Children with Special Needs. Games Health J 2016; 5:398-404. [PMID: 27893289 DOI: 10.1089/g4h.2016.0053] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVE This pilot study examined the impact of playing an active videogame on executive functioning (EF) skills for children with special needs, who typically have lower EF skills. MATERIALS AND METHODS Acute EF change was measured in 36 children with a range of special needs, including mental health disorders and developmental disabilities. Participants were assigned to one of two active videogame conditions: playing alone and playing with a peer. Two different EF tasks were conducted pre- and postplay. RESULTS Children who played alone increased their accuracy performance more than children in the paired-play condition on two measures of EF. The study explored potential covariates of prior videogame experience, age, and enjoyment, but none of these variables related to EF change. CONCLUSION This study's findings support active videogame play as an activity that can boost EF skills for children with special needs when they play alone. Future research should continue to examine the relationships between EF and active videogame play with a peer to elucidate the contributions of social interactions.
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Affiliation(s)
- Rachel M Flynn
- 1 McSilver Institute for Poverty Policy and Research, Silver School of Social Work, New York University , New York, New York
| | - Nirmaliz Colon
- 2 Teachers College, Columbia University , New York, New York
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Blades M, Blumberg FC, Oates C. The Importance of Digital Games for Children and Young People. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2013. [DOI: 10.1027/2151-2604/a000132] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Mark Blades
- Department of Psychology, University of Sheffield, UK
| | - Fran C. Blumberg
- Graduate School of Education, Division of Psychological & Educational Services, Fordham University, New York, NY, USA
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Abstract
The prevalence of digital media use among children and adolescents is indisputable. One medium to which children and adolescents dedicate a sizeable portion of their time is that of the digital game. Accordingly, digital game play continues to grow as a context for cognitive development. We showcase new research and practice addressing the impact of this very popular activity on children’s and adolescents’ learning. Our goal is to stimulate new research and interest in examining the positive ramifications of digital play for development among today’s youth.
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Affiliation(s)
- Fran C. Blumberg
- Graduate School of Education, Division of Psychological & Educational Services, Fordham University, New York, NY, USA
| | - Mark Blades
- Department of Psychology, University of Sheffield, UK
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