Pathways to peer interaction in ASD and TD through individual and dyadic joint-action motor abilities

PurposeAny social engagement, especially with peers, requires children’s effective activation of social and motor mechanisms. Children and adolescents with autism spectrum disorder (ASD) often display dysfunctions both in individual motor functioning (e.g., fine/gross) and in dyadic joint action (JA), where two partners coordinate movement toward a shared goal. Yet, these mechanisms’ contribution to peer interaction has been underexplored.MethodThis study examined the contribution of individual motor functioning and JA performance to peer interaction (cooperation, attentiveness, social engagement, and dyadic quality), while comparing children and adolescents’ (youngsters) with ASD versus those with typical development (TD).ResultsResults indicated more competent peer interaction in TD than in ASD. Interestingly, only the ASD group showed significant maturation with age for social engagement and dyadic interaction quality, calls for further examination of developmental trajectories. However, even the oldest participants with ASD continued to lag behind the youngest TD group. Also, findings indicated that better individual motor functioning and JA performance explained better peer interactive competence; yet, the contribution of individual motor functioning to social cooperation and dyadic quality was moderated by JA performance. Thus, youngsters’ individual motor system was found to be an important contributor to peer interaction in those with low to moderate JA coordination capabilities, but not for those with high JA.ConclusionResults emphasize possible distinct contributions of each motor mechanism and their interaction for facilitating social interaction, hence, encouraging incorporation of individual and dyadic motor skills explicitly into social interaction interventions for youngsters ASD

Morphological cells in the Ragusa littoral (Sicily, Italy)

Geomorphologic information, topographic maps (dated 1967), aerial photographs (dated 1999 and 2008), and spatial analysis procedures were used to investigate a 90 km long coastal sector in South Sicily (Italy). Information was obtained on coastal erosion/accretion areas, general sediment circulation pattern and littoral cell distribution. Human-made structures and natural headlands constituted important artificial limits dividing littoral in morphological cells. Ports and harbours were observed at Scoglitti, Punta Secca, Marina di Ragusa, Donnalucata and Pozzallo. Most of them worked as “transit” limits which interrupted predominant, eastward directed sedimentary transport, this way generating accretion in updrift (west) side of mentioned structures and erosion in downdrift (east) side. During the 1967–2008 period, about 62,000 m2 and 42,000 m2 of beach surface were respectively formed updrift of Scoglitti and Donnalucata ports. The construction of Pozzallo port gave rise to the formation of a “convergent” limit which favoured large accretion (94,000 m2) east of port structure. Most important natural structures were observed at Punta Zafaglione, P. Braccetto and Cava d’Aliga. The knowledge of littoral cell distribution acquires a great importance for appropriate management of coastal erosion processes which may be mitigated installing by-passing systems in ports and harbours and carrying out nourishment works in eroding areas, often located downdrift of ports and harbours (when these structures work as transit limits) and in central part of littoral cells (when these structures work as convergent limits)

A randomised controlled trial of a computerised intervention for children with social communication difficulties to support peer collaboration

An intervention aiming to support children with social communication difficulties was tested using a randomised controlled design. Children aged 5–6 years old (n = 32) were tested and selected for participation on the basis of their scores on the Test of Pragmatic Skills (TPS) and were then randomly assigned to the intervention arm or to the delayed intervention control group. Following previous research which suggested that computer technology may be particularly useful for this group of children, the intervention included a collaborative computer game which the children played with an adult. Subsequently, children's performance as they played the game with a classmate was observed. Micro-analytic observational methods were used to analyse the audio-recorded interaction of the children as they played. Pre- and post-intervention measures comprised the Test of Pragmatic Skills, children's performance on the computer game and verbal communication measures that the children used during the game. This evaluation of the intervention shows promise. At post-test, the children who had received the intervention, by comparison to the control group who had not, showed significant gains in their scores on the Test of Pragmatic Skills (p = .009, effect size r = −.42), a significant improvement in their performance on the computer game (p = .03, r = −.32) and significantly greater use of high-quality questioning during collaboration (p < .001, r = −.60). Furthermore, the children who received the intervention made significantly more positive statements about the game and about their partners (p = .02, r = −.34) suggesting that the intervention increased their confidence and enjoyment

Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism

Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children’s motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories; the affordances of the technology; and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention

Error determination in the photogrammetric assessment of shoreline changes

The evaluation of error or uncertainty in shoreline change studies is an issue of prime importance for providing an adequate framework for calculated rates of change and to allow the establishment of threshold values above which the rates would be significant. In this note, a practical, easy-to-use method is presented to estimate error involved in the calculation of shoreline changes on aerial photographs, including the three most used types of shoreline indicators: high water line, dune/cliff toe and cliff top. This approach takes into account the specific characteristics of each shoreline proxy, such as relief in the case of the cliff top or tidal oscillations in the case of the high water line. At the same time it includes the error components that are independent from the proxy, basically related to the technical aspects of the process such as photo scanning and georeferencing. A practical example of application of the method is provided for several types of data inputs, based on shoreline changes around the Bay of Cádiz (SW Spain)

An integrated approach to coastal erosion problems in northern Tuscany (Italy): Littoral morphological evolution and cell distribution

Occupation of the coast has significantly increased in recent decades, mostly due to a greater demand for recreation and tourism. Today, erosion threatens many human-made structures and activities, requiring an integrated approach for the understanding of coastal dynamics and identification of alternatives to associated problems. This study investigates a 64 km-long coastal physiographic unit in the northern microtidal littoral of Tuscany (Italy). Vertical aerial photographs and direct field surveys were used to retrieve changes in shoreline position over 1938–1997 and 1997–2005 time intervals. Significant beach accretion was observed during the first period updrift of Carrara (84 m) and Viareggio (280 m) harbours and at Marina di Pietrasanta (100 m), whereas severe erosion occurred downcoast of Carrara harbour (−130 m, at Marina dei Ronchi) and on the northern side of Arno river mouth (−400 m). Similar trends were observed between 1997 and 2005; beach slope between the 1997 shoreline position and the closure depth correlated well with the distribution of erosion/accretion patterns from the 1938–1997 period (slopes were lower in eroded areas than at sites under accretion). Longshore distribution of erosion/accretion patterns was controlled by coastal compartmentalisation. Three of the main littoral cells were mostly formed by natural limits (i.e., Punta Bianca promontory, Marina di Pietrasanta, the Arno river mouth and the port of Livorno). Several sub-cells were created within these cells due to the introduction of human-made structures (such as Carrara and Viareggio harbours), which formed artificial fixed limits that allowed the transport of sediments (exclusively fines) in one direction only. Results will help improve the understanding of coastal processes and manage littoral sediment transport in a sustainable manner. This will reduce the need for structural interventions, such as breakwaters and groynes, which in the past decades prevented coastal retreat at local scale but shifted erosion downdrift, leading to degradation of the investigated area and requiring continuous maintenance

Can LANA CITS Support Learning in Autistic Children? A case study evaluation

LANA CITS is a Conversational Intelligent Tutoring System that uses the Visual, Auditory, and Kinaesthetic learning style (VAK). It supports learning in autistic pupils, who are studying in mainstream primary schools. Facilitating the learning of these pupils using traditional teaching within mainstream schools is complex and poorly understood. This paper present investigation into how LANA CITS using VAK learning style model can adapt to autistic pupils learning style and improve their learning in mainstream schools. This paper provides a case study evaluation of three children with high-functioning autism examining the effectiveness of learning with LANA CITS. The case study took place in primary school in Saudi Arabia. The results were positive with the students engaged in the tutorial and the teacher noticed some improvement over classroom activities. This results support for the continuing development, evaluation, and use of CITS for pupils with autism in mainstream schools