Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment

Nirit Bauminger-Zviely, Sigal Eden, Massimo Zancanaro, Patrice L. Weiss, Eynat Gal

Research output: Contribution to journalArticlepeer-review

70 Scopus citations

Abstract

This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: "Join-In" to teach collaboration and "No-Problem" to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children's social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered.

Original languageEnglish
Pages (from-to)317-339
Number of pages23
JournalAutism
Volume17
Issue number3
Early online date24 Apr 2013
DOIs
StatePublished - May 2013

Keywords

  • children with high-functioning autism spectrum disorder
  • cognitive behavioral therapy
  • social engagement
  • technology

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