![]() Long-term and without direct intervention, these social deficits can result in problems in reciprocal peer relationships, a difficulty to demonstrate empathy and weak integration of social, emotional, and communicative behaviours (Ramdoss et al., 2012).Ĭurrent literature reviews suggest that no one social skill intervention is suitable for all individuals with ASD, and currently, there is no common, agreed upon approach to teach social skills to individuals with ASD (Flynn & Healy, 2012). Social skills deficits do not remit across an individual’s life span in the absence of intervention instead, these deficits can cause other impairments and distress as the individual develops and becomes more aware of these deficits (Williams White et al., 2007). ( 2008) highlighted that interventions differ from skill-based approaches for teaching social skills for individuals with limited or emerging language to interventions on more social cognitive tasks for those with more complex language abilities. ASD can vary in severity and different deficits exist across a broad spectrum therefore, the research using interventions that target social skills varies considerably depending on the individual’s current capabilities and skill set. Individuals with ASD frequently have difficulty initiating and responding to social interactions, sustaining eye contact, responding to other’s feelings, comprehending, and responding to nonverbal communication and deficits in social problem solving (Boyd et al., 2008 Camargo et al., 2014). The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) outlines that individuals who present with ASD often have deficits in social-emotion reciprocity deficits in nonverbal communicative behaviours and deficits in developing, maintaining, and understanding relationships (American Psychiatric Association, 2013). No app can fully replicate the experience of interacting with another person.Autism spectrum disorder (ASD) is a developmental disorder that is characterized by deficits in social communication and social interaction, and restricted, repetitive patterns of behaviour, interests, or activities (McCoy et al., 2016). While these types of apps may be useful, they should always be supplemented with real human interactions. ![]() Some autism apps mimic human interactions by, for example, teaching social and non-verbal communication using cartoons or human models.If therapists, teachers, and parents are all committed to using such apps then everyone gains if not, there is no benefit to using them. Autism apps used to track behaviors, rewards, and achievements are only as useful as what users input.When that’s the case, it’s important to think about limiting the number of apps or hours spent on the smartphone or pad-especially because the purpose of the apps is to teach or support real human interaction or academic performance. Some people on the spectrum are passionately interested in anything digital and may find it difficult to separate from their apps.Sometimes “autism apps” are really worth more than similar apps often they are not. ![]() Anything that is marketed as a therapeutic tool will cost more (and sometimes much more) than a very similar product intended for a general market.
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