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Imaging technologies to monitor these behaviors and social interactions are diverse and include video, audio, and sensing technologies such as body sensors and location-based systems ( 13). Behavioral imaging comprises computational sensing and modeling technology, used to measure, analyze, and understand human behavior, and provides a quantitative understanding of human behavior and development. In recent years, attempts have been made to visualize children's behavior with ASD using various technologies. However, this approach is not practical since these behavioral observations are rarely conducted in a blind manner ( 7). For this reason, some GSSI group studies have attempted to identify changes in the approaches of children with ASD toward other children through behavioral observation methods. In addition to practicing skills with multiple partners and groups, which is effective in SS teaching ( 11), the importance of relationships and connections within groups in group-based SS learning has been highlighted ( 12). Therefore, SS learning programs in groups (i.e., Group Social Skills Intervention GSSI) are often implemented ( 10). In addition to effects such as improved social competence ( 6) and increased prosocial behavior, psychological effects, such as improvements in (or development of) actual friendships ( 6), decreased depression and anxiety ( 8), and improved mental health ( 9), have been observed.
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Specifically, interventions for SS learning, based on cognitive behavioral therapy and social learning theory ( 5), often consist of structured classes related to specific skills, modeling skills, role-playing and rehearsing skills, and offering feedback on children's role-play/performance ( 6). Interventions for learning SS, such as SS training for school-aged children with ASD, have thus been implemented ( 4). It has been established that one of the factors influencing the formation of peer relationships is the development of social skills (SS) however, children with ASD have difficulty learning such skills ( 3). Regarding the peer relationships of children with ASD, it has been observed that such children are often involved only at the periphery and not at the center of a class, they tend to be a part of a relatively small group, and they lack reciprocity ( 2). Children with ASD may face challenges in group interactions (e.g., while they spend time with others from the same age group) at school. Autism spectrum disorders (ASD) are characterized by difficulty in communicating and interacting in social settings and limited and repetitive behaviors, interests, and activities ( 1).