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Freire AR, Noell JF, Díaz MP. Personal support networks of young people with and without intellectual disability. A comparative study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13192. [PMID: 38361391 DOI: 10.1111/jar.13192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 12/13/2023] [Accepted: 12/15/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND Previous studies show that the personal support networks of people with intellectual disability are smaller and less diverse than those of people without intellectual disability. This article aims to compare the characteristics of the personal networks of young people with and without intellectual disability. METHOD The Personal Network Analysis (McCarty, Revista Hispana Para El Análisis de Redes Sociales, 2010, 19, 242-271) was applied. The participants comprised 51 young people aged between 13 and 19, of whom 27 had an intellectual disability. The Egonet programme was used to compile information, and SPSS v.27 for the statistical analysis. RESULTS Young people with intellectual disabilities have smaller personal networks than people without disability, while they also comprise more people with disability and fewer 'friends' and support people. CONCLUSIONS The full social inclusion of people with intellectual disability requires schools, families, the community and the individual to work together to develop activities that help them initiate and maintain relationships, prioritising mainstream contexts.
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Affiliation(s)
- Ana Rey Freire
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Judit Fullana Noell
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Maria Pallisera Díaz
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
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Min SH, Lee C, Scroggins JK, Yang Q. Transitions in Social Networks From Young-Old to Old-Old Stage of Life Using Latent Transition Analysis. J Aging Health 2024; 36:110-119. [PMID: 37207348 DOI: 10.1177/08982643231177400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Introduction: This study aimed to identify the different types of social networks among young-old adults, and to examine the transitions in social networks as they become old-old adults. Methods: This is a secondary data analysis using the longitudinal data (N = 1092) from the National Social Life, Health, and Aging Project. Latent class analysis was conducted to identify optimal number of classes and latent transition analysis was conducted to examine the transition probabilities. Results: Young-old adults in Class 1: family-oriented, social (close, external) transitioned into Class 2: family-oriented, non-social over time. In contrast, young-old adults in Class 2: family-oriented, non-social and Class 3: less family-oriented, social (close) were less likely to transition to another class. Conclusion: Older adults engaged in less social activities over time. Older adults should be encouraged to continue their social engagement with close social network of friends and relatives, and to maintain their relationship with family members.
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Affiliation(s)
- Se Hee Min
- School of Nursing, Columbia University, New York, NY, USA
| | - Chiyoung Lee
- School of Nursing & Health Studies, University of Washington Bothell, Bothell, WA, USA
| | | | - Qing Yang
- School of Nursing, Duke University Durham, Durham, NC, USA
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Surian D, van den Boomen C. The age bias in labeling facial expressions in children: Effects of intensity and expression. PLoS One 2022; 17:e0278483. [PMID: 36459504 PMCID: PMC9718404 DOI: 10.1371/journal.pone.0278483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 11/17/2022] [Indexed: 12/03/2022] Open
Abstract
Emotion reasoning, including labeling of facial expressions, is an important building block for a child's social development. This study investigated age biases in labeling facial expressions in children and adults, focusing on the influence of intensity and expression on age bias. Children (5 to 14 years old; N = 152) and adults (19 to 25 years old; N = 30) labeled happiness, disgust or sadness at five intensity levels (0%; 25%; 50%; 75%; and 100%) in facial images of children and adults. Sensitivity was computed for each of the expression-intensity combinations, separately for the child and adult faces. Results show that children and adults have an age bias at low levels of intensity (25%). In the case of sadness, children have an age bias for all intensities. Thus, the impact of the age of the face seems largest for expressions which might be most difficult to recognise. Moreover, both adults and children label most expressions best in adult rather than child faces, leading to an other-age bias in children and an own-age bias in adults. Overall, these findings reveal that both children and adults exhibit an age bias in labeling subtle facial expressions of emotions.
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Affiliation(s)
- Dafni Surian
- Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands
- * E-mail:
| | - Carlijn van den Boomen
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Utrecht, The Netherlands
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Frolli A, Savarese G, Di Carmine F, Bosco A, Saviano E, Rega A, Carotenuto M, Ricci MC. Children on the Autism Spectrum and the Use of Virtual Reality for Supporting Social Skills. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9020181. [PMID: 35204903 PMCID: PMC8870236 DOI: 10.3390/children9020181] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 01/20/2022] [Accepted: 01/29/2022] [Indexed: 11/12/2022]
Abstract
Background: Autism spectrum disorders (ASDs) are characterized by differences in socio-pragmatic communication. These conditions are allocated within a “spectrum” of phenotypic variability. Virtual reality (VR) is a useful tool for healthcare intervention and particularly safely advancing social abilities in children with ASD. Methods: In our study two types of intervention for improving social skills were compared: (i) emotional training obtained by the use of virtual reality (Gr1), (ii) traditional emotional training performed individually with a therapist (Gr2). We aimed to identify the intervention with the shortest acquisition time for the proposed social tasks. Results: Our findings show that both types of intervention had the same acquisition time for the recognition of primary emotions. However, for the use of primary and secondary emotions, the group using VR showed shorter acquisition times. Conclusions: These findings together with previous preliminary datasuggest that VR can be a promising, dynamic and effective practice for the support of basic and complex social skills of these individuals.
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Affiliation(s)
- Alessandro Frolli
- Disability Research Centre, University of International Studies in Rome, Via Cristoforo Colombo, 200, 00147 Rome, Italy; (F.D.C.); (M.C.R.)
- Correspondence: ; Tel.: +347-491-0178
| | - Giulia Savarese
- Department of Medicine and Surgery, University of Salerno, 84084 Salerno, Italy;
| | - Francesca Di Carmine
- Disability Research Centre, University of International Studies in Rome, Via Cristoforo Colombo, 200, 00147 Rome, Italy; (F.D.C.); (M.C.R.)
| | - Antonia Bosco
- FINDS—Italian Neuroscience and Developmental Disorders Foundation, 81040 Caserta, Italy; (A.B.); (E.S.)
| | - Emilio Saviano
- FINDS—Italian Neuroscience and Developmental Disorders Foundation, 81040 Caserta, Italy; (A.B.); (E.S.)
| | - Angelo Rega
- Department of Humanities, University of Naples, 80133 Naples, Italy;
| | - Marco Carotenuto
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania “Luigi Vanvitelli”, 80100 Naples, Italy;
| | - Maria Carla Ricci
- Disability Research Centre, University of International Studies in Rome, Via Cristoforo Colombo, 200, 00147 Rome, Italy; (F.D.C.); (M.C.R.)
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Personal Support Networks of Young People with Mild Intellectual Disabilities during the Transition to Adult Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211810. [PMID: 34831568 PMCID: PMC8623372 DOI: 10.3390/ijerph182211810] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 11/03/2021] [Accepted: 11/05/2021] [Indexed: 11/17/2022]
Abstract
Social support networks occupy a priority position requiring attention in the processes of social inclusion of people with intellectual disabilities, during their transition to adult life. The objective of the study was to analyze social support from a relational approach through Personal Network Analysis. A total of 41 young people with mild intellectual disabilities participated in the study, in two groups differentiated according to their educational stage, either compulsory secondary education or post-compulsory training. Descriptive and comparative results are presented based on the variables of structure, composition, and functional content in the social support of their personal networks. The results show that both groups have restricted personal networks, made up of members of the family and the educational environment who constitute the main providers of support. When moving towards adult life, the change in social contacts in other educational, geographical, and relational settings may mean a change in the provision of support received in previous life stages. Developing social and educational actions to support these people in the development and maintenance of social relationships is essential to their access to support resources that will affect their social inclusion.
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Holloway JM, Long TM, Biasini FJ. The intersection of gross motor abilities and participation in children with autism spectrum disorder. INFANTS AND YOUNG CHILDREN 2021; 34:178-189. [PMID: 34211254 PMCID: PMC8240862 DOI: 10.1097/iyc.0000000000000192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Many children with autism spectrum disorder (ASD) demonstrate movement difficulties in addition to problems with social communication and interactions, and repetitive or restrictive behaviors. The goal of early intervention for children with disabilities is to promote participation in routines and activities, but little is known about the role gross motor abilities contribute to participation for young children with ASD. The purpose of this study was to examine relationships between gross motor abilities and participation in preschool-aged children with ASD. Twenty-two children with ASD participated in the study. Gross motor skills were measured using the Peabody Developmental Motor Scales, Second Edition. Participation was measured using the Preschool Activity Card Sort. Children who had greater gross motor skills also demonstrated greater participation in self-care, high demand leisure, and social interaction activities. Results also identified activities that may be difficult for preschoolers with ASD. Findings suggest that early childhood intervention providers consider the impact of gross motor deficits within the context of participation in daily routines and activities.
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Affiliation(s)
- Jamie M Holloway
- School of Physical Therapy & Rehabilitation Sciences, Morsani College of Medicine, University of South Florida, Tampa, FL, United States
| | - Toby M Long
- Department of Pediatrics, Georgetown University, Washington DC, United States
| | - Fred J Biasini
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, United States
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Nevard I, Green C, Bell V, Gellatly J, Brooks H, Bee P. Conceptualising the social networks of vulnerable children and young people: a systematic review and narrative synthesis. Soc Psychiatry Psychiatr Epidemiol 2021; 56:169-182. [PMID: 33140120 PMCID: PMC7870613 DOI: 10.1007/s00127-020-01968-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Accepted: 09/23/2020] [Indexed: 12/19/2022]
Abstract
PURPOSE The relationship between social networks and health and wellbeing is increasingly demonstrated in vulnerable adult populations. This relationship for vulnerable children and young people has not hitherto been systematically reviewed. This narrative synthesis aims to consolidate research to provide a foundational basis for future health-related social network research and interventions for children and young people. METHODS This mixed methods systematic review synthesises research investigating whole, egocentric social networks of 32 vulnerable child groups with a mean age below 18. There were no setting, language or date restrictions. The quality was assessed using the Mixed Methods Appraisal Tool. Of 6360 search results, 49 were included for narrative synthesis. RESULTS The majority of pertinent research originates from the USA; the most frequently investigated vulnerabilities were minority ethnic status, homelessness and the presence of special educational needs. Research aims and methodologies varied significantly between studies. Key findings included (i) vulnerable (excluding minority ethnic) children and young people have impoverished networks (ii) access to networks is a protective factor against negative outcomes (iii) social ties, primarily immediate family, provide access to personal resources and (iv) network ties are to a degree substitutable. CONCLUSIONS Networks are associated with wellbeing and vulnerable children and young people commonly have impoverished networks, excluding cases where vulnerability classification relates to minority ethnic status. Network embeddedness is associated with positive outcomes, particularly for homeless children. Family are typically primary providers of support, but ties are substitutable when networks are restricted. Egocentric social network research is currently limited for vulnerable child populations. Further research could inform interventions that harness networks to improve health, wellbeing and functional outcomes for these child groups.
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Affiliation(s)
- Imogen Nevard
- Division of Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, UK.
| | - Chloe Green
- Greater Manchester Mental Health NHS Foundation Trust, Manchester, UK
- Division of Psychology and Mental Health, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Vicky Bell
- Division of Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Judith Gellatly
- Division of Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Helen Brooks
- Division of Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Penny Bee
- Division of Nursing, Midwifery and Social Work, Faculty of Biology, Medicine and Health, School of Health Sciences, University of Manchester, Manchester, UK
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Blanco-Martínez N, Delgado-Lobete L, Montes-Montes R, Ruiz-Pérez N, Ruiz-Pérez M, Santos-del-Riego S. Participation in Everyday Activities of Children with and without Neurodevelopmental Disorders: A Cross-Sectional Study in Spain. CHILDREN-BASEL 2020; 7:children7100157. [PMID: 33019630 PMCID: PMC7600717 DOI: 10.3390/children7100157] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 09/15/2020] [Accepted: 09/27/2020] [Indexed: 12/27/2022]
Abstract
Children with neurodevelopmental disorders (NDDs) often report significant difficulties performing activities of daily living (ADLs), which may restrict their daily participation. The aim of this study was to investigate the differences in ADLs participation between children with NDDs and typically developing (TD) children, and to explore the associations between different daily participation contexts. A cross-sectional study was conducted that included twenty children with a medical diagnosis of an NDD and 26 sex- and age-matched TD controls. The daily participation across home, community, school, and instrumental living activities was measured using the Child and Adolescent Scale of Participation (CASP). The results show that children with NDDs engaged in lower participation in all CASP contexts (Δ = 1.7-5.5, p < 0.001) and had a significantly higher prevalence of moderate or severe restricted participation than their TD peers (OR = 23.4, 95% CI = 3.6-154.2, p < 0.001). Additionally, a strong association was found between the different contexts of participation (r = 0.642-0.856). Overall, the children with NDDs experienced significant participation restrictions on their daily activities. This study adds to the growing evidence showing that intervention strategies in this population should adopt a participation-oriented approach.
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Affiliation(s)
- Nerea Blanco-Martínez
- Faculty of Health Sciences, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), University of A Coruña, 15011 A Coruña, Spain; (N.B.-M.); (S.S.-d.-R.)
- Faculty of Educational Sciences & Sports, University of Vigo, 36005 Pontevedra, Spain
| | - Laura Delgado-Lobete
- Faculty of Health Sciences, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), University of A Coruña, 15011 A Coruña, Spain; (N.B.-M.); (S.S.-d.-R.)
- Correspondence: ; Tel.: +34-881-014-339
| | - Rebeca Montes-Montes
- TALIONIS Research Group, Centre for Information and Communications Technology Research (CITIC), University of A Coruña, 15008 A Coruña, Spain;
| | - Nuria Ruiz-Pérez
- Faculty of Pharmacy, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain;
- Faculty of Health Sciences, Catholic University of Ávila, 05005 Ávila, Spain
| | - Marcos Ruiz-Pérez
- University College of Teacher Training, University of Vigo, 36214 Vigo, Spain;
| | - Sergio Santos-del-Riego
- Faculty of Health Sciences, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), University of A Coruña, 15011 A Coruña, Spain; (N.B.-M.); (S.S.-d.-R.)
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McGhee Hassrick E, Sosnowy C, Graham Holmes L, Walton J, Shattuck PT. Social Capital and Autism in Young Adulthood: Applying Social Network Methods to Measure the Social Capital of Autistic Young Adults. AUTISM IN ADULTHOOD 2020; 2:243-254. [PMID: 32954220 PMCID: PMC7497874 DOI: 10.1089/aut.2019.0058] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Social isolation is a core challenge associated with autism. Interpersonal relationships and the resources and support embedded in the social networks of autistic young adults could impact key adult outcomes, including quality of life, mental health, employment, and independence. However, little research systematically measures the networks of autistic young adults and network impact on key adult outcomes. This article demonstrates how social network analysis can be adapted for the field of autism to measure young adult networks. We provide examples as to how this approach could be implemented to yield key insights into the amount and quality of interpersonal relationships and the types of resources embedded in the networks of autistic young adults. The network protocol was feasibility tested with autistic adults during the posthigh school transition period (n = 17, 19–27 years). The parents of three of the recruited young adults also successfully completed a complementary network survey, allowing for the inclusion of the parent-reported network using duocentric network analysis, never before applied to parent–child networks. The implementation data collected from the study suggest feasibility of egocentric and duocentric approaches, with several important modifications to adapt the measure for the field of autism. The future potential of social network research for understanding autism in adulthood is discussed. What was the purpose of this study? Many autistic young adults are disconnected from people, communities, and organizations that could provide them with valuable social resources to support their transition to adulthood. This study tests the feasibility of using social network methods to measure the resources that autistic young adults gain from their social connections. Future studies using our social network measure might provide valuable information about possible interventions that could help autistic youth acquire the social resources needed for successful adult outcomes. What did the researchers do? To test the feasibility of our social network measure, 17 autistic adults, between the ages of 19 and 27 years, were recruited to complete a survey about their social connections and the resources provided to them by their social connections. The parents of three of the autistic adults were also surveyed to provide information about the social connections that they relied on to help their autistic young adult to transition successfully. What were the results of the study? All participants successfully completed our survey online. We analyzed the network data to illustrate what types of information the survey produced. We demonstrated how the survey captures different types of support that people gained from their networks. We also used network pictures to show how network measures characterize connections among supporters of autistic young adults. This research successfully lays the groundwork for future studies to test whether the social resources young adults on the autism spectrum receive from their networks impact their adult outcomes. What do these findings add to what is already known? We know very little about the social networks for young adults on the autism spectrum. Also, no studies have used duocentric network analysis to measure the social capital of youth and their parents together. This project produced new useful ways of collecting social network data from young autistic adults that will produce knowledge about how to help young adults on the autism spectrum build networks that will yield the social resources needed to support positive adult outcomes. What are potential weaknesses of this study? The study was only designed to test the feasibility of the social network measure and does not provide generalizable information about how networks might impact outcomes. Also, the social network measure only allowed participants to identify five people, possibly under-reporting the actual size and composition of autistic young adult networks. How will these findings help young adults on the autism spectrum now or in the future? If future research suggests that social network factors help young adults on the autism spectrum to improve outcomes, then network interventions, guided by social network data, can be created.
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Affiliation(s)
- Elizabeth McGhee Hassrick
- Lifecourse Outcomes Program, A.J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
| | - Collette Sosnowy
- Department of Medicine, Brown University, Providence, Rhode Island, USA
| | - Laura Graham Holmes
- Lifecourse Outcomes Program, A.J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
| | - Jessica Walton
- Clinical Mental Health Counseling, Lock Haven University, Lock Haven, Pennsylvania, USA
| | - Paul T Shattuck
- Lifecourse Outcomes Program, A.J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
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Lei J, Ashwin C, Brosnan M, Russell A. Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study. J Autism Dev Disord 2019; 49:3526-3542. [PMID: 31119511 PMCID: PMC6667418 DOI: 10.1007/s10803-019-04070-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The academic, daily-living, and social challenges all students face during university transition can become magnified for many autistic students, who might struggle to adapt to changes in their social network structure (SNS) and perceived social support (PSS). This study assessed the development, feasibility, and convergent validity of a novel online tool (Social Network and Perceived Social Support-SNaPSS) designed to quantitatively and qualitatively evaluate SNS and PSS during university transition. SNaPSS demonstrated good feasibility for completion amongst autistic students (Study 1, n = 10, 17-19 years), and adequate convergent validity against other PSS, autism symptom severity, and social anxiety measures amongst autistic (n = 28) and typically developing students (Study 2, n = 112, 17-19 years). Broader implications of SNaPSS to measure SNS/PSS are discussed.
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Affiliation(s)
- Jiedi Lei
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK.
| | - Chris Ashwin
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
| | - Mark Brosnan
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
| | - Ailsa Russell
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
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Enter the Wild: Autistic Traits and Their Relationship to Mentalizing and Social Interaction in Everyday Life. J Autism Dev Disord 2019; 49:4193-4208. [PMID: 31273579 DOI: 10.1007/s10803-019-04134-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Theories derived from lab-based research emphasize the importance of mentalizing for social interaction and propose a link between mentalizing, autistic traits, and social behavior. We tested these assumptions in everyday life. Via smartphone-based experience sampling and logging of smartphone usage behavior we quantified mentalizing and social interaction in our participants' natural environment. Mentalizing occurred less frequently than reasoning about actions and participants preferred to mentalize when alone. Autistic traits were negatively correlated with communication via smartphone. Yet, they were not associated with social media usage, a more indirect way of getting in touch with others. Our findings critically inform recent theories on social cognition, social behavior, and the role of autistic traits in these phenomena.
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Ghanouni P, Jarus T, Zwicker JG, Lucyshyn J, Mow K, Ledingham A. Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program. J Autism Dev Disord 2019; 49:660-668. [PMID: 30203311 DOI: 10.1007/s10803-018-3737-0] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program.
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Affiliation(s)
- Parisa Ghanouni
- Department of Occupational Therapy, Dalhousie University, 5869 University Avenue, Halifax, NS, Canada.
| | - Tal Jarus
- Department of Occupational Science and Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Vancouver, BC, V6T 2B5, Canada
| | - Jill G Zwicker
- Department of Occupational Science and Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Vancouver, BC, V6T 2B5, Canada.,Department of Pediatrics (Division of Developmental Pediatrics), University of British Columbia, Vancouver, Canada.,Child & Family Research Institute, Vancouver, Canada.,Sunny Hill Health Centre for Children, Vancouver, Canada.,CanChild Centre for Childhood Disability Research, Hamilton, ON, Canada
| | - Joseph Lucyshyn
- Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, Canada
| | - Kristin Mow
- Department of Occupational Science and Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Vancouver, BC, V6T 2B5, Canada
| | - Alyssa Ledingham
- Department of Occupational Science and Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Vancouver, BC, V6T 2B5, Canada
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