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Sample records for adaptive social skills

  1. Early-Emerging Social Adaptive Skills in Toddlers with Autism Spectrum Disorders: An Item Analysis

    ERIC Educational Resources Information Center

    Ventola, Pamela; Saulnier, Celine A.; Steinberg, Elizabeth; Chawarska, Katarzyna; Klin, Ami

    2014-01-01

    Individuals with ASD have significant impairments in adaptive skills, particularly adaptive socialization skills. The present study examined the extent to which 20 items from the Vineland Adaptive Behavior Scales-Socialization Domain differentiated between ASD and developmentally delayed (DD) groups. Participants included 108 toddlers with ASD or…

  2. Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

    ERIC Educational Resources Information Center

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

    The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

  3. Perceptions and practices of adapted physical educators on the teaching of social skills.

    PubMed

    Samalot-Rivera, Amaury; Poretta, David L

    2009-04-01

    The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

  4. The Parent Version of the Preschool Social Skills Rating System: Psychometric Analysis and Adaptation with a German Preschool Sample

    ERIC Educational Resources Information Center

    Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike

    2014-01-01

    The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multirater, norm-referenced instrument measuring social skills and adaptive behavior in preschool children. The aims of the present study were (a) to test the factorial structure of the Parent Form of the SSRS for the first time with a German preschool sample (391…

  5. Argentinean adaptation of the Social Skills Inventory IHS-Del-Prette.

    PubMed

    Olaz, Fabián Orlando; Medrano, Leonardo; Greco, María Eugenia; Del Prette, Zilda Aparecida Pereira

    2009-11-01

    We present the results of the adaptation of the IHS-Del-Prette (Inventario de Habilidades Sociales, in English, Social Skills Inventory) to a sample of Argentinean college students. Firstly, we addressed the backward translation and carried out an equivalence study of the Portuguese and Spanish versions of the scale. The results showed the two versions were equivalent, as we obtained correlations lower than .50 in only 5 items. Secondly, we performed item analysis by calculating discrimination indexes and item-total correlations. Results indicated that the items are sensitive to differentiate between high and low social-skill groups. Exploratory factor analysis carried out with a sample of 602 college students yielded five factors that explained 26.5% of the total variance, although our data did not completely match the original factor structure. We also obtained moderate alpha values for the subscales, but high reliability for the total scale. Lastly, group differences between males and females are presented to provide evidence of validity. We discuss the implications of the results and present future lines of inquiry.

  6. An Evaluation of Social and Adaptive Skills in Adults with Bipolar Disorder and Severe/Profound Intellectual Disability

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Terlonge, Cindy; Gonzalez, Melissa L.; Rivet, Tessa

    2006-01-01

    The purpose of this study was to explore the interrelationship of social and adaptive skills in adults with bipolar disorder and severe or profound intellectual disability. A bipolar group (N=14), a severe psychopathology group without bipolar disorder (N=14), and a control group with no DSM-IV Axis I diagnosis (N=14) were compared on the…

  7. Examining the Effects of Adapted Peer Tutoring on Social and Language Skills of Young English Language Learners

    ERIC Educational Resources Information Center

    Xu, Yaoying

    2015-01-01

    The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms…

  8. Adaptive Behavior vs Adaptive Skills: Dimensions in Coping Development.

    ERIC Educational Resources Information Center

    Leland, Henry

    This paper views the adaptive behavior of individuals with mental retardation as a coping response to the biological and social demands of the environment. Adaptive skills are contrasted with adaptive behaviors, with skills being based primarily on developing new learning and habituating specific responses. Adaptive behavior represents a more…

  9. Social Skills Issues.

    ERIC Educational Resources Information Center

    Washington, Charles W., Ed.

    1995-01-01

    This theme issue for people working in the field of adult literacy focuses on the impact of learning disabilities (LD) on an adult's social skills. It explores various social, emotional, and daily living concerns which adults with learning disabilities may face. The following articles are included: (1) "Social Skills and Adults with Learning…

  10. Teaching Social Skills: An Effective Online Program

    ERIC Educational Resources Information Center

    Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.

    2015-01-01

    Educators, policymakers, and the general public agree that social skills should be taught to children. In an effort to bridge this gap between evidence-based social skills training and populations in need, the authors have developed an Intelligent Social Tutoring System (ISTS) that fosters learning through adaptive interaction between the student…

  11. An Evaluation of Social Adaptation Skills of Children with and without Preschool Education Background Based on Their Mothers' Views

    ERIC Educational Resources Information Center

    Gunindi, Yunus

    2013-01-01

    This study was designed to discover if preschool teaching affects children's development of social skills and behaviours. Mothers of 50 children from middle socio-economic class families attending preschools and mothers of 50 children from the same socio-economic class families not attending preschools were included in the study. "Social…

  12. Social Skills as Exchange Resources.

    ERIC Educational Resources Information Center

    Sletta, Olav

    1992-01-01

    A conceptualization of social skills as resources in social exchange is offered, and a social exchange theoretical framework is applied to educational research. In a social exchange framework, the contribution of the peer group to the social exclusion of an individual would not be ignored. (SLD)

  13. Social skills programmes for schizophrenia

    PubMed Central

    Almerie, Muhammad Qutayba; Al Marhi, Muhammad Okba; Alsabbagh, Mohamad; Jawoosh, Muhammad; Matar, Hosam E; Maayan, Nicola

    2014-01-01

    This is the protocol for a review and there is no abstract. The objectives are as follows: The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. PMID:25414592

  14. Employment Social Skills: What Skills Are Really Valued?

    ERIC Educational Resources Information Center

    Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.

    2016-01-01

    Although social skills have long been recognized as essential in promoting employees' employability (e.g., maintaining employment), there has been little research about work-related social skills for the last two decades. A systematic replication of Salzberg, Agran, and Lignugaris/Kraft's investigation of critical social skills was conducted.…

  15. Loneliness and social skill deficits.

    PubMed

    Jones, W H; Hobbs, S A; Hockenbury, D

    1982-04-01

    The relationship between social skill deficits and the psychological state of loneliness was examined in two studies. Study 1 compared conversational behaviors of high-lonely and low-lonely college students during brief heterosexual interactions. Results indicated that the two loneliness groups differed significantly in their use of a specific class of conversational behaviors termed partner attention, with high-lonely as compared to low-lonely subjects giving less attention to their partners. Study 2 examined the casual relationship between social skill and loneliness by directly manipulating the use of partner attention in a group of high-lonely males. For that group, increased use of partner attention during dyadic interactions resulted in significantly greater change in loneliness and related variables relative to interaction only and no-contact control groups. The utility of conceptualizing loneliness as a social skills problem is discussed.

  16. Social Skills: Laying the Foundation for Success

    ERIC Educational Resources Information Center

    Lynch, Sharon A.; Simpson, Cynthia G.

    2010-01-01

    Well-informed teachers of young children recognize the importance of children's social development. The development of social skills lays a critical foundation for later academic achievement as well as work-related skills. Social development is such a key issue with young children that a number of methods to address social skills have been…

  17. The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom

    ERIC Educational Resources Information Center

    Lopes, Paulo N.; Mestre, Jose M.; Guil, Rocio; Kremenitzer, Janet Pickard; Salovey, Peter

    2012-01-01

    Students' ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of…

  18. The Development of Adaptive Skills in Young People with Down Syndrome

    ERIC Educational Resources Information Center

    Van Duijn, G.; Dijkxhoorn, Y.; Scholte, E. M.; Van Berckelaer-Onnes, I. A.

    2010-01-01

    Background: To help children with Down syndrome reach optimum levels of adaptive behaviour, caretakers need to know how and to what extent children with Down syndrome acquire adaptive skills. Method: The adaptive levels of motor, daily living, communicative and social behavioural skills were determined in a group of 984 Dutch children with Down…

  19. Social Emotional Learning Skills and Educational Stress

    ERIC Educational Resources Information Center

    Çelik, Ismail

    2013-01-01

    The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

  20. Social Skills and Peer Acceptance: Effects of a Social Learning Method for Training Verbal Social Skills.

    ERIC Educational Resources Information Center

    Ladd, Gary W.

    The purpose of this study was to see if a social learning method for training verbal social skills might influence the social effectiveness of third grade children with low peer acceptance. Children were trained in three verbal skills: asking questions of peers; leading peers (e.g., offering useful suggestions or directions); and, offering…

  1. Social Skills Diagnostic Screen Administration Manual.

    ERIC Educational Resources Information Center

    Fort McMurray School District 2833 (Alberta).

    The Social Skills Diagnostic Screen (SSDS), developed by the Fort McMurray School District in Alberta, Canada, in 1991-92, is a checklist which may be used by teachers, parents, counsellors, and students to ascertain a student's level of social development. The SSDS may also serve as a tool to specify or clarify specific social skills with which…

  2. Factor Structure of the Social Skills Rating System across Child Gender and Ethnicity

    ERIC Educational Resources Information Center

    Walthall, Johanna C.; Konold, Timothy R.; Pianta, Robert C.

    2005-01-01

    The Social Skills Rating System (SSRS) provides a multi-rater assessment of child social behaviors that influence the development of social competence and adaptive functioning. This study examined whether the items on the teacher version of the SSRS provide reasonable indicators of the three first-order social skills dimensions proposed by the…

  3. Comparability of the Social Skills Improvement System to the Social Skills Rating System: A Norwegian Study

    ERIC Educational Resources Information Center

    Gamst-Klaussen, Thor; Rasmussen, Lene-Mari P.; Svartdal, Frode; Strømgren, Børge

    2016-01-01

    The Social Skills Improvement System-Rating Scales (SSIS-RS) is a multi-informant instrument assessing social skills and problem behavior in children and adolescents. It is a revised version of the Social Skills Rating System (SSRS). A Norwegian translation of the SSRS has been validated, but this has not yet been done for the Norwegian…

  4. Correlations among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes

    ERIC Educational Resources Information Center

    Goldstein, Thalia R.

    2011-01-01

    Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds…

  5. Project SISS: Social Skills Program. Draft

    ERIC Educational Resources Information Center

    Sargent, Laurence R.

    The curriculum, developed by Project SISS (Systematic Instruction of Social Skills) in Des Moines, Iowa, contains about 100 lessons for use with mildly mentally handicapped children at primary, intermediate, junior high, and senior high levels. The social skill lessons were developed along an age related, expanding milieu concept and include the…

  6. Social support and functioning in a patient with spinal cord injury: the role of social skills.

    PubMed

    Müller, Rachel; Rauch, Alexandra; Cieza, Alarcos; Geyh, Szilvia

    2013-09-01

    This study reports on a patient with spinal cord injury (SCI) in whom the interaction between social skills and social support seems to influence functioning. The International Classification of Functioning, Disability and Health (ICF) was used as a reference framework. Qualitative (i.e. observation, structured, and open interviews with the patient and health professionals) and quantitative data (i.e. spinal cord independence measure, medical records) were collected. Content analysis of the interviews was carried out to identify aspects of social skills and social support. An ICF-based documentation tool (i.e. ICF Assessment Sheet) was used to structure information about the level of functioning of body functions and structures, activity and participation, and environmental and personal factors of a 57-year-old man with incomplete paraplegia during first rehabilitation. The patient presented a variety of effective social skills (i.e. assertiveness, goal direction). However, the adaptation of skills, such as asking for help social problem-solving, sensitivity, and expressivity in social relations, became necessary to acquire. The patient received different types of social support (i.e. emotional, informational, and instrumental) from different sources (e.g. family and friends). The qualitative interviews provided indications for an interaction between social skills and social support. The impact of social skills and social support on functioning is discussed. Social skills can mobilize social support and enhance functioning. However, better understanding of social skills, social support, and their interaction in relation to functioning in SCI is required to develop targeted and effective interventions to strengthen psychosocial resources for the enhancement of functioning in patients with SCI. PMID:23337323

  7. The Central Role of Teaching Social Skills

    ERIC Educational Resources Information Center

    Johns, Beverley H.; Crowley, E. Paula; Guetzloe, Eleanor

    2005-01-01

    According to Shores and Jack (1996), children and youth are identified as having behavioral disorders based on their excesses and their deficits of social behavior. They respond to available social stimuli in unpredictable ways. The teaching of social skills should be an integral part of any program for E/BD students. E/BD teachers work on…

  8. Social skills training for chronic mental patients.

    PubMed

    Liberman, R P; Massel, H K; Mosk, M D; Wong, S E

    1985-04-01

    Social skills training has proved to be effective in increasing the social competence of chronic mental patients. The authors describe three models of social skills training, all of which involve role playing by the patient and modeling, prompting, feedback, and reinforcement by the therapist. Many patients can benefit from the basic training model. For patients functioning at a higher level, the problem-solving model provides general strategies for dealing with a variety of social situations. The attention-focusing model, designed for highly distractible and withdrawn patients, teaches skills through constant repetition of tasks and minimizes demands on cognitive abilities. The authors emphasize the importance of taking steps to ensure that the skills learned during training are generalized to other situations and settings.

  9. Generalization of Social Skills Intervention for Preschoolers with Social Delays.

    ERIC Educational Resources Information Center

    Storey, Keith; And Others

    1994-01-01

    An individualized, on-site consultation model was used to instruct four classroom aides in teaching social interaction skills to five young children with social delays and 10 nondelayed peers. Increased levels of social interaction were found during training with triads of students, but generalization did not occur until a token system was…

  10. [Social adaptation of epileptic patients].

    PubMed

    Boldyrev, A I

    1983-01-01

    A comparative analysis of the changes seen in the field of social adaptation of epileptics over the last 21 years disclosed an increase in occupational adaptation of such patients in conditions of common production. Thus, judging by the number of epileptic patients registered in the outpatient psychoneurologic centers in 1958, 1970 and 1979, there has been a 8.8%-increase in the proportion of those being employed. Among the patients who work as office employees, some 45% are engaged in occupations requiring a definite unimpaired developmental and intellectual level. 80% of the affected children attend nonspecialized schools. All this necessitates the reviewing of the current concepts about the severity, course, and prognosis of epilepsy. A joint impact of biological and social factors is shown to be important in the occupational adaptation of patients. Considerable attention is given to the role of environmental, including psychogenic factors in the formation of secondary neurotic and psychic disorders. PMID:6880517

  11. Reliability and Validity of a Spanish Version of the Social Skills Rating System--Teacher Form

    ERIC Educational Resources Information Center

    Jurado, Michelle; Cumba-Aviles, Eduardo; Collazo, Luis C.; Matos, Maribel

    2006-01-01

    The aim of this study was to examine the psychometric properties of a Spanish version of the Social Skills Scale of the Social Skills Rating System-Teacher Form (SSRS-T) with a sample of children attending elementary schools in Puerto Rico (N = 357). The SSRS-T was developed for use with English-speaking children. Although translated, adapted, and…

  12. Parent Ratings of Children's Social Skills: Longitudinal Psychometric Analyses of the Social Skills Rating System

    ERIC Educational Resources Information Center

    Van Horn, M. Lee; Atkins-Burnett, Sally; Karlin, Emilie; Ramey, Sharon Landesman; Snyder, Scott

    2007-01-01

    The assessment of children's social skills is an important task for school psychologists in both applied and research settings. The present study examines the psychometric properties of parent ratings of the Social Skills Rating System (SSRS), in kindergarten through third grades, testing for measurement differences between boys and girls, between…

  13. Social networks and the development of social skills in cowbirds.

    PubMed

    White, David J; Gersick, Andrew S; Snyder-Mackler, Noah

    2012-07-01

    The complex interrelationships among individuals within social environments can exert selection pressures on social skills: those behaviours and cognitive processes that allow animals to manipulate and out-reproduce others. Social complexity can also have a developmental effect on social skills by providing individuals with opportunities to hone their skills by dealing with the challenges posed in within-group interactions. We examined how social skills develop in captive, adult male brown-headed cowbirds (Molothrus ater) that were exposed to differing levels of 'social complexity' across a 2-year experiment. After each year, subjects housed in groups with dynamic social structure (where many individuals entered and exited the groups during the year) outcompeted birds who had been housed in static groups. Exposure to dynamic structure subsequently led to substantial changes to the social networks of the home conditions during the breeding season. Static groups were characterized by a predictable relationship between singing and reproductive success that was stable across years. In dynamic conditions, however, males showed significant variability in their dominance status, their courting and even in their mating success. Reproductive success of males varied dramatically across years and was responsive to social learning in adulthood, and socially dynamic environments 'trained' individuals to be better competitors, even at an age when the development of many traits important for breeding (like song quality) had ended. PMID:22641827

  14. Social networks and the development of social skills in cowbirds.

    PubMed

    White, David J; Gersick, Andrew S; Snyder-Mackler, Noah

    2012-07-01

    The complex interrelationships among individuals within social environments can exert selection pressures on social skills: those behaviours and cognitive processes that allow animals to manipulate and out-reproduce others. Social complexity can also have a developmental effect on social skills by providing individuals with opportunities to hone their skills by dealing with the challenges posed in within-group interactions. We examined how social skills develop in captive, adult male brown-headed cowbirds (Molothrus ater) that were exposed to differing levels of 'social complexity' across a 2-year experiment. After each year, subjects housed in groups with dynamic social structure (where many individuals entered and exited the groups during the year) outcompeted birds who had been housed in static groups. Exposure to dynamic structure subsequently led to substantial changes to the social networks of the home conditions during the breeding season. Static groups were characterized by a predictable relationship between singing and reproductive success that was stable across years. In dynamic conditions, however, males showed significant variability in their dominance status, their courting and even in their mating success. Reproductive success of males varied dramatically across years and was responsive to social learning in adulthood, and socially dynamic environments 'trained' individuals to be better competitors, even at an age when the development of many traits important for breeding (like song quality) had ended.

  15. Effects of Social Skill Instruction

    ERIC Educational Resources Information Center

    Calhoun, Trish

    2011-01-01

    This research proposal is a mixed method action research project. Social problems in the school setting can affect students negatively. This project will see if explicit instruction reduces conflict and increase confidence to handle problems. The participants are 46, 2nd grade students. Quantitative and qualitative data are collected in this…

  16. Computerized Adaptive Testing of Music-Related Skills.

    ERIC Educational Resources Information Center

    Vispoel, Walter P.; Coffman, Don D.

    1992-01-01

    Reports the findings of a study of university marching band members' tonal memory skills and their preferences between adaptive and paper-and-pencil testing. Concludes that adaptive testing yielded greater reliability and validity scores. Indicates that students preferred adaptive tests over paper-and-pencil music tests. (SG)

  17. SOCIAL: An Integrative Framework for the Development of Social Skills

    ERIC Educational Resources Information Center

    Beauchamp, Miriam H.; Anderson, Vicki

    2010-01-01

    Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social…

  18. Predicting Bullying: Maladjustment, Social Skills and Popularity

    ERIC Educational Resources Information Center

    Postigo, Silvia; Gonzalez, Remedios; Mateu, Carmen; Montoya, Inmaculada

    2012-01-01

    In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies…

  19. Sustaining Employment: Social Skills at Work.

    ERIC Educational Resources Information Center

    Jonikas, Jessica A.; And Others

    This manual is intended for use by persons with psychiatric disabilities who are employed in the community but need to improve their social skills to maintain their employment. It is designed to be taught to mental health consumers by mental health consumers. Each session outline includes objectives; a list of materials needed; and exercises that…

  20. Does Classmate Ability Influence Students' Social Skills?

    ERIC Educational Resources Information Center

    Gottfried, Michael A.

    2015-01-01

    Empirically, the link between classmate ability and individual-level student achievement has been established. And yet, within the scope of this body of literature, there is a dearth of studies examining if a relationship also persists between classmate ability and non-achievement outcomes--that is, social skills. This article fills this research…

  1. Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder.

    PubMed

    Radley, Keith C; Ford, W Blake; McHugh, Melissa B; Dadakhodjaeva, Komila; O'Handley, Roderick D; Battaglia, Allison A; Lum, John D K

    2015-09-01

    The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and conversation skills. A multiple probe across social skills design, replicated across participants, was utilized to assess the effects of participation of the intervention on skill accuracy. Following introduction of the intervention, participants demonstrated abrupt improvements in skill accuracy in both training and generalization conditions. Additionally, parental reports of participant social functioning indicated improvements following participation in the intervention. Limitations and future directions are discussed.

  2. The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

    ERIC Educational Resources Information Center

    Erozkan, Atilgan

    2013-01-01

    The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

  3. Modeling social learning of language and skills.

    PubMed

    Vogt, Paul; Haasdijk, Evert

    2010-01-01

    We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

  4. Culturally Responsive Social Skill Instruction for Latino Male Students

    ERIC Educational Resources Information Center

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  5. Social Skills Training. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

    "Social skills training" is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. "Social skills training" can occur in both regular…

  6. Social skills training with mildly retarded young adults.

    PubMed

    Meredith, R L; Saxon, S; Doleys, D M; Kyzer, B

    1980-10-01

    Described a social skills assessment and training model for use with mildly retarded young adults (N = 20). The assessment procedure examined social behavior in three types of social situations (e.g., conversational situation, cooperative task and assertive situation) with both male and female respondents. Group behavioral social skills training was compared with a no treatment control condition using various dependent measures collected in the in-vivo social situations. Group behavioral social skills training was more effective than the control condition in increasing positive social behavior, attention to the transaction, and degree of empathy. It was also more effective than a control condition in decreasing negative social skill behavior. A situation effect also was observed, which suggests a need for more focus on particular social skills and a need to address issues of generalization. A comprehensive social skills assessment and training model is discussed. PMID:7440726

  7. Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Radley, Keith C.; Ford, W. Blake; McHugh, Melissa B.; Dadakhodjaeva, Komila; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D.

    2015-01-01

    The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and…

  8. The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill

    ERIC Educational Resources Information Center

    Channon, Shelley; Collins, Ruth; Swain, Eleanor; Young, Mary-Beth; Fitzpatrick, Sian

    2012-01-01

    Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were…

  9. Social Literacy: A Social Skills Seminar for Young Adults with ASDs, NLDs, and Social Anxiety

    ERIC Educational Resources Information Center

    Cohen, Mary Riggs

    2011-01-01

    All adults need strong social skills to find and keep a job, establish relationships, and participate fully in adult life--but building these skills can be a special challenge for people with autism, Asperger syndrome, nonverbal learning disorder, social anxiety, and other disorders affecting social learning. Give them the essential support they…

  10. Teaching Occupational Social Skills. PRO-ED Series on Transition.

    ERIC Educational Resources Information Center

    Elksnin, Nick; Elksnin, Linda K.

    Part of a series that provides practical resources to transition personnel on topics essential to the process of preparing individuals with disabilities for adulthood, this guide focuses on teaching occupational social skills. Chapter 1, "Why Teach Occupational Social Skills?," explains the importance of these skills for successful employment and…

  11. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  12. Preschool Children's Interest, Social-Emotional Skills, and Emergent Mathematics Skills

    ERIC Educational Resources Information Center

    Doctoroff, Greta L.; Fisher, Paige H.; Burrows, Bethany M.; Edman, Maria Tsepilovan

    2016-01-01

    This cross-sectional study examined the relationship between interest, social-emotional skills, and early math skills in preschool children. Math-specific interest and global interest in learning were measured using teacher report and a play-based observation task. Math skills were assessed with a test of math achievement, and social-emotional…

  13. Long-Term Outcome of Social Skills Intervention Based on Interactive LEGO[C] Play

    ERIC Educational Resources Information Center

    Legoff, Daniel B.; Sherman, Michael

    2006-01-01

    LEGO[C] building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact. A 3 year retrospective study of long-term outcome for autistic spectrum children participating…

  14. Social and Emotional Skills for Life and Career: Policy Levers That Focus on the Whole Child. Policy Snapshot

    ERIC Educational Resources Information Center

    Yoder, Nick

    2015-01-01

    Although Employers and colleges want candidates who are motivated and adaptable, are able to work well in teams and communicate effectively, have a strong work ethic, have solid interpersonal skills, and are strategic in their planning skills. Schools need to place a greater emphasis on social and emotional skills for students to prepare them for…

  15. Adaptive Variability in Skilled Human Movements

    NASA Astrophysics Data System (ADS)

    Kudo, Kazutoshi; Ohtsuki, Tatsuyuki

    Human movements are produced in variable external/internal environments. Because of this variability, the same motor command can result in quite different movement patterns. Therefore, to produce skilled movements humans must coordinate the variability, not try to exclude it. In addition, because human movements are produced in redundant and complex systems, a combination of variability should be observed in different anatomical/physiological levels. In this paper, we introduce our research about human movement variability that shows remarkable coordination among components, and between organism and environment. We also introduce nonlinear dynamical models that can describe a variety of movements as a self-organization of a dynamical system, because the dynamical systems approach is a major candidate to understand the principle underlying organization of varying systems with huge degrees-of-freedom.

  16. Pedagogical Support Components of Students' Social Adaptation

    ERIC Educational Resources Information Center

    Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

    2016-01-01

    The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

  17. Social Skills: Adolf Meyer's Revision of Clinical Skill for the New Psychiatry of the Twentieth Century.

    PubMed

    Lamb, Susan

    2015-07-01

    Adolf Meyer (1866-1950) exercised considerable influence over the development of Anglo-American psychiatry during the first half of the twentieth century. The concepts and techniques he implemented at his prominent Phipps Psychiatric Clinic at Johns Hopkins remain important to psychiatric practice and neuro-scientific research today. In the 1890s, Meyer revised scientific medicine's traditional notion of clinical skill to serve what he called the 'New Psychiatry', a clinical discipline that embodied social and scientific ideals shared with other 'new' progressive reform movements in the United States. This revision conformed to his concept of psychobiology - his biological theory of mind and mental disorders - and accorded with his definition of scientific medicine as a unity of clinical-pathological methods and therapeutics. Combining insights from evolutionary biology, neuron theory and American pragmatist philosophy, Meyer concluded that subjective experience and social behaviour were functions of human biology. In addition to the time-honoured techniques devised to exploit the material data of the diseased body - observing and recording in the clinic, dissecting in the morgue and conducting histological experiments in the laboratory - he insisted that psychiatrists must also be skilled at wielding social interaction and interpersonal relationships as investigative and therapeutic tools in order to conceptualise, collect, analyse and apply the ephemeral data of 'social adaptation'. An examination of his clinical practices and teaching at Johns Hopkins between 1913 and 1917 shows how particular historical and intellectual contexts shaped Meyer's conceptualisation of social behaviour as a biological function and, subsequently, his new vision of clinical skill for twentieth-century psychiatry.

  18. The Social Studies Basic Skills Connection: Practical Strategies for Teaching Basic Skills in Conjunction with Social Studies Content.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Education, Jefferson City.

    Arranged in two parts, this guide introduces elementary and secondary social studies teachers to a variety of methods for integrating social studies content and basic skills instruction. Chapter I defines basic skills as the skills an individual needs to become a self-directed learner, communicate clearly, and make reasoned decisions, and presents…

  19. Global social skill ratings: measures of social behavior or physical attractiveness?

    PubMed

    Hope, D A; Mindell, J A

    1994-05-01

    Calvert reviewed the literature on social skills and physical attractiveness and concluded that many ratings of social skill may be confounded by the physical attractiveness of the target individual, possibly due to a general perception that physical attractiveness and social competence are positively correlated. In order to examine the influence of physical attractiveness on social skill ratings, Ss made global ratings of social skill and attractiveness for a confederate whose appearance and behavior had been altered to appear attractive or unattractive and socially skilled or unskilled in an assertiveness and heterosocial vignette. The results indicated that the same skilled behavior was viewed as more competent when performed by an attractive person compared to an unattractive person. Attractiveness had no influence on ratings of generally incompetent behavior. Thus, it appears that physical attractiveness does not compensate for poor interpersonal skills, but a skilled, attractive individual may be judged to have particularly good skills. Implications for the assessment of social skills are discussed.

  20. Social Skills and Social Acceptance in Children with Anxiety Disorders.

    PubMed

    Scharfstein, Lindsay A; Beidel, Deborah C

    2015-01-01

    Whereas much is known about the deficits in social behaviors and social competence in youth with social anxiety disorder (SAD), less is known about those characteristics among youth with generalized anxiety disorder (GAD). This study aimed to better elucidate the social repertoire and peer acceptance of youth with SAD and youth with GAD, relative to normal control (NC) youth. The sample consisted of 58 primarily Caucasian children, ages 6 to 13 years: 20 SAD (12 female), 18 GAD (12 female), and 20 NC (9 female). Diagnoses were based on Anxiety Disorders Interview Schedule for DSM-IV: Children and Parent Versions interviews. A multimodal assessment strategy included parent and child reports, observer ratings of social performance, computer-based analysis of vocal qualities of speech, and peer ratings of likeability and friendship potential. Whereas self- and parental report did not differentiate the two diagnostic groups, differences on observable behaviors were apparent. Children with SAD exhibited anxious speech patterns, extended speech latencies, a paucity of speech, few spontaneous vocalizations, and ineffective social responses; they were perceived by peers as less likeable and socially desirable. Children with GAD had typical speech patterns and were well liked by their peers but displayed fewer spontaneous comments and questions than NC children. Parent and child reports are less sensitive to what could be important differences in social skill between youth with SAD and GAD. Direct observations, computer-based measures of speech quality, and peer ratings identify specific group differences, suggesting the need for a comprehensive evaluation to inform treatment planning.

  1. The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

    PubMed

    Gooding, Lori F

    2011-01-01

    Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.

  2. The Effects of Social Skills Groups for Young Children with Social Delays

    ERIC Educational Resources Information Center

    Koyama, Takanori

    2011-01-01

    This study was conducted as a program evaluation of an existing social skills program. A review of literature identified a limited number of empirical studies on group-based social skills training for young children with social delays. The purpose of this study was to examine the effects of social skills groups as well as the effects of homework…

  3. The Fair Play Game: Promoting Social Skills in Physical Education

    ERIC Educational Resources Information Center

    Vidoni, Carla; Ulman, Jerome D.

    2012-01-01

    The implementation of social skills into teaching helps students achieve such important affective outcomes as peer recognition or popularity, respect for others, acceptance of rules, pro-social values, communication skills, and positive social interactions. Within physical education, many professionals believe that students who engage in games and…

  4. The Use of Technology in Enhancing Social Skills

    ERIC Educational Resources Information Center

    Singer-Califano, Autumn

    2008-01-01

    Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there…

  5. Girls' and Mothers' Social Anxiety, Social Skills, and Loneliness: Associations after Accounting for Depressive Symptoms

    ERIC Educational Resources Information Center

    Stednitz, Jayme N.; Epkins, Catherine C.

    2006-01-01

    This study examined, in 102 mother-daughter dyads, whether (a) girls' social skills and loneliness are related to girls' social anxiety, after adjusting for girls' depressive symptoms, and (b) mothers' social functioning (social anxiety, social skills, and loneliness) is related to girls' social anxiety, after accounting for girls' social…

  6. Culturally Adapted Skill Use as a Therapeutic Alliance Catalyst

    ERIC Educational Resources Information Center

    Lewicki, Todd

    2015-01-01

    Purpose: In this article, I explore how the therapeutic alliance, along with culturally competent and adapted skill use can be positively correlated with treatment outcome when using the ecological validity model as the frame. The ecological validity model refers to the degree to which there is consistency between the environment as experienced by…

  7. Adapted Assessment of Phonological Sensitivity Skills: A Preliminary Investigation

    ERIC Educational Resources Information Center

    Pufpaff, Lisa A.

    2011-01-01

    Children with little or no functional speech are at risk for literacy acquisition. Assessment of early literacy skills is particularly challenging among this population due to the need for children to provide a spoken response to tasks. This study explored the effects of adapted response modes on measures of phonological sensitivity. Assessment…

  8. Brief report: parent-adolescent informant discrepancies of social skill importance and social skill engagement for higher-functioning adolescents with autism spectrum disorder.

    PubMed

    McMahon, Camilla M; Solomon, Marjorie

    2015-10-01

    Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement.

  9. Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder.

    PubMed

    Radley, Keith C; Ford, W Blake; McHugh, Melissa B; Dadakhodjaeva, Komila; O'Handley, Roderick D; Battaglia, Allison A; Lum, John D K

    2015-09-01

    The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and conversation skills. A multiple probe across social skills design, replicated across participants, was utilized to assess the effects of participation of the intervention on skill accuracy. Following introduction of the intervention, participants demonstrated abrupt improvements in skill accuracy in both training and generalization conditions. Additionally, parental reports of participant social functioning indicated improvements following participation in the intervention. Limitations and future directions are discussed. PMID:25841884

  10. Urban College Graduates: Their Investments in and Returns for Strong Quantitative Skills, Social Capital Skills, and Soft Skills

    ERIC Educational Resources Information Center

    Haynes, Marie Ellen

    2010-01-01

    This case study examined strong quantitative skills, social capital skills, and soft skills of urban college graduates using data from the Multi-City Study of Urban Inequality Household Survey. The urban college graduates lived in Atlanta, Boston, or Los Angeles and had bachelor's, master's, PhD, and professional degrees. Among the three skills…

  11. Illness behavior, social adaptation, and the management of illness. A comparison of educational and medical models.

    PubMed

    Mechanic, D

    1977-08-01

    Motivational needs and coping are important aspects of illness response. Clinicians must help guide illness response by suggesting constructive adaptive opportunities and by avoiding reinforcement of maladaptive patterns. This paper examines how the patient's search for meaning, social attributions, and social comparisons shapes adaptation to illness and subsequent disability. It proposes a coping-adaptation model involving the following five resources relevant to rehabilitation: economic assets, abilities and skills, defensive techniques, social supports, and motivational impetus. It is maintained that confusion between illness and illness behavior obfuscates the alternatives available to guide patients through smoother adaptations and resumption of social roles. PMID:328824

  12. Peer Perceptions of Social Skills in Socially Anxious and Nonanxious Adolescents

    ERIC Educational Resources Information Center

    Miers, Anne C.; Blote, Anke W.; Westenberg, P. Michiel

    2010-01-01

    Previous studies using adult observers are inconsistent with regard to social skills deficits in nonclinical socially anxious youth. The present study investigated whether same age peers perceive a lack of social skills in the socially anxious. Twenty high and 20 low socially anxious adolescents (13-17 years old) were recorded giving a 5-min…

  13. Strengthening the Social Information-Processing Skills of Children: A Controlled Test of the "Let's Be Friends" Program in China

    ERIC Educational Resources Information Center

    Wu, Fan; Fraser, Mark W.; Guo, Shenyang; Day, Steven H.; Galinsky, Maeda J.

    2016-01-01

    Objective: The study had two objectives (a) to adapt for Chinese children an intervention designed to strengthen the social information--processing (SIP) skills of children in the United States, and (b) to pilot test the adapted intervention in China. Methods: Adaptation of the "Making Choices" program involved reviewing Chinese…

  14. Skill Development in Social Science Subjects: A Proposed Methodology

    ERIC Educational Resources Information Center

    Mondejar-Jimenez, Juan-Antonio; Cordente-Rodriguez, Maria; Lorenzo-Romero, Carlota; Mondejar-Jimenez, Jose; Vargas-Vargas, Manuel

    2011-01-01

    The university has to train students in skills which according to the demanding requirements of the job market and social environment are the basis of their competitiveness: specific skills or generic skills cutting across the different degrees. The convergence framework defined by the European Higher Education Area requires the incorporation of…

  15. Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

    ERIC Educational Resources Information Center

    Usakli, Hakan

    2009-01-01

    Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

  16. The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

    PubMed Central

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale

    2015-01-01

    Objective To determine the relationship of motor skills and the core behaviors of young children with autism, social affective skills and repetitive behaviors, as indicated through the calibrated autism severity scores. Design The univariate GLM tested the relationship of gross and fine motor skills measured by the gross motor scale and the fine motor scale of the MSEL with autism symptomology as measured by calibrated autism severity scores. Setting Majority of the data collected took place in an autism clinic. Participants A cohort of 159 young children with ASD (n=110), PDD-NOS (n=26) and non-ASD (developmental delay, n=23) between the ages of 12–33 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity. Interventions Not applicable. Main Outcome Measures The primary outcome measures in this study were calibrated autism severity scores. Results Fine motor skills and gross motor skills significantly predicted calibrated autism severity (p < 0.01). Children with weaker motor skills displayed higher levels of calibrated autism severity. Conclusions The fine and gross motor skills are significantly related to autism symptomology. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and motor skills need to be a part of the discussion. PMID:25774214

  17. Developing the Social Skills of Young Adult Special Olympics Athletes

    ERIC Educational Resources Information Center

    Alexander, Melissa G. F.; Dummer, Gail M.; Smeltzer, Ashley; Denton, Stephen J.

    2011-01-01

    The purpose of the study was to determine if young adult Special Olympics participants could develop, generalize, and maintain target social skills (eye contact, contributing relevant information, and turn taking) as a result of a 14-week Social Skills and Sports (S[superscript 3]) Program that combined classroom instruction with soccer…

  18. Another Use for Dr. Seuss: Reading for Social Skills

    ERIC Educational Resources Information Center

    Wolf, Janice J.; Baker, Pamela Hudson

    2012-01-01

    Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…

  19. Improving Social Skills In Elementary Students Through Classroom Meetings

    ERIC Educational Resources Information Center

    Fetissoff, Kira; Kry, Jeannie; Skilling, Aryn

    2008-01-01

    In the action research project report the teacher researchers targeted 70 elementary students in third- and fifth-grade classrooms that demonstrated a lack of social skills necessary to work cooperatively in a classroom. The purpose of the project was to improve the social skills in children. The three teacher researchers who conducted this action…

  20. Social Skills Intervention during Elementary School Recess: A Visual Analysis.

    ERIC Educational Resources Information Center

    Anderson-Butcher, Dawn; Newsome, W. Sean; Nay, Stephanie

    2003-01-01

    This study builds on two studies that explored the effect of a social skills intervention on problem behaviors displayed by elementary school children during recess. Findings conclude that social skills intervention significantly decreased problem behaviors among school children at recess. Implications for behavioral management and healthy school…

  1. Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis.

    ERIC Educational Resources Information Center

    San Miguel, Stephanie K.; And Others

    1996-01-01

    This article explores the hypothesis that social skill deficits among children with learning disabilities are associated with high rates of undetected psychiatric diagnoses. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with attention deficit…

  2. Improving Students' Ability To Problem Solve through Social Skills Instruction.

    ERIC Educational Resources Information Center

    Hopp, Mary Ann; Horn, Cheryl L.; McGraw, Kelleen; Meyer, Jenny

    When elementary and middle level students lack effective problem-solving skills, they may make poor behavior choices in social conflicts, contributing to a negative learning and instructional environment. This action research project evaluated the impact of using social skills instruction to improve students' ability to solve problems related to…

  3. Social Skills Training with Schizophrenics: A Meta-Analytic Evaluation.

    ERIC Educational Resources Information Center

    Benton, Mary K.; Schroeder, Harold E.

    1990-01-01

    Conducted meta-analytic review of 27 studies on social skills training with schizophrenics, addressing magnitude of treatment effects relative to outcome measures, extent of generalization and maintenance of treatment effects, and impact of diagnostic clarity and training variations. Found that social skills training had strong, positive impact on…

  4. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  5. Successful Inclusion: Teaching Social Skills through Curriculum Integration.

    ERIC Educational Resources Information Center

    Williams, Gregory J.; Reisberg, Leon

    2003-01-01

    This article presents an infusion model for integrating social and behavioral skills into the general curriculum for students with disabilities and presents the "Violence Is Preventable" project (Washington State) as an example. Discussion includes available curricula on school survival and social skills, the instructional model, and integrating…

  6. Relationship of Social Skills, Depression, and Anxiety in Adolescents.

    ERIC Educational Resources Information Center

    Tryon, Georgiana Shick; Soffer, Alison; Winograd, Greta

    This study was conducted to determine the relationship between self-reported social skills, anxiety, and depression in adolescents. Participants were 97 students from a private high school in New York City. They were administered the Reynolds Adolescent Depression Scale (RADS), the Social Skills Rating System-Study Form (SSRS-S), and the Revised…

  7. Importance of Social Skills in the Elementary Grades

    ERIC Educational Resources Information Center

    Meier, Catherine R.; DiPerna, James C.; Oster, Maryjo M.

    2006-01-01

    This study explored elementary teachers' perceptions of the importance of social skills, as well as the stability of these perceptions over time. Importance ratings on the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) were obtained from 50 elementary teachers (Grades 1-6) across six elementary schools. Results indicated that…

  8. Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

    ERIC Educational Resources Information Center

    Paraschiv, Irina; Olley, J. Gregory

    This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

  9. Thinking Skills: Graphic Skills for Social Studies and Science. GED Scoreboost.

    ERIC Educational Resources Information Center

    Castellucci, Marion

    GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the graphics skills needed for the GED Social Studies and Science tests. Those who take the GED Social Studies and Science tests will need to be able to interpret tables and charts, graphs, drawings and other…

  10. Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions

    PubMed Central

    Julian, Megan M.; McCall, Robert B.

    2016-01-01

    This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems. PMID:27087772

  11. Group Training in Interpersonal Problem-Solving Skills for Workplace Adaptation of Adolescents and Adults with Asperger Syndrome: A Preliminary Study

    ERIC Educational Resources Information Center

    Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio

    2015-01-01

    Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study…

  12. Assessing Social Skills in Early Elementary-Aged Children with Autism Spectrum Disorders: The Social Skills Q-Sort

    ERIC Educational Resources Information Center

    Locke, Jill; Kasari, Connie; Wood, Jeffrey J.

    2014-01-01

    This study employed a newly developed measure, the Social Skills Q-Sort (SSQ), to assess paraprofessionals' and teachers' reports of social skills for children with and without ASD. Paraprofessionals and teachers showed good rater-agreement on the SSQ. ROC curve analyses yielded an excellent profile of sensitivity and specificity for…

  13. Use of the "Intervention Selection Profile-Social Skills" to Identify Social Skill Acquisition Deficits: A Preliminary Validation Study

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; von der Embse, Nathaniel P.; Scott, Katherine; Paxton, Sara

    2015-01-01

    The purpose of this investigation was to develop and initially validate the "Intervention Selection Profile-Social Skills" (ISP-SS), a novel brief social skills assessment method intended for use at Tier 2. Participants included 54 elementary school teachers and their 243 randomly selected students. Teachers rated students on two rating…

  14. Resident Ratings of Communication Skills Using the Kalamazoo Adapted Checklist

    PubMed Central

    Porcerelli, John H.; Brennan, Simone; Carty, Jennifer; Ziadni, Maisa; Markova, Tsveti

    2015-01-01

    Background The Kalamazoo Essential Elements Communication Checklist–Adapted (KEECC-A) is a well-regarded instrument for evaluating communication and interpersonal skills. To date, little research has been conducted that assesses the accuracy of resident self-ratings of their communication skills. Objective To assess whether residents can accurately self-rate communication skills, using the KEECC-A, during an objective structured clinical examination (OSCE). Methods A group of 104 residents from 8 specialties completed a multistation OSCE as part of an institutional communication skills curriculum conducted at a single institution. Standardized patients (SPs) and observers were trained in rating communication skills using the KEECC-A. Standardized patient ratings and resident self-ratings were completed immediately following each OSCE encounter, and trained observers rated archived videotapes of the encounters. Results Resident self-ratings and SP ratings using the KEECC-A were significantly correlated (r104 = 0.238, P = .02), as were resident self-ratings and observer ratings (r104 = 0.284, P = .004). The correlation between the SP ratings and observer (r104 = 0.378, P = .001) ratings were larger in magnitude, but not significantly different (P > .05) from resident/SP or resident/observer correlations. Conclusions The results suggest that residents, with a modicum of training using the KEECC-A, can accurately rate their own communication and interpersonal skills during an OSCE. Using trained observers to rate resident communication skills provides a unique opportunity for evaluating SP and resident self-ratings. Our findings also lend further support for the reliability and validity of the KEECC-A. PMID:26457156

  15. Brief Report: Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    McMahon, Camilla M.; Solomon, Marjorie

    2015-01-01

    Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents…

  16. Some Social Communication Skill Objectives and Teaching Strategies for People with Autism. Revised. Social Series.

    ERIC Educational Resources Information Center

    Dalrymple, Nancy

    This booklet on teaching social communication skills to individuals with autism discusses selection of social communication objectives, selection of learning environments, and methods of teaching social communication skills. Sample social communication objectives are presented, with a rationale, lead-up activities, teaching procedures, associated…

  17. Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills

    ERIC Educational Resources Information Center

    Fink, Elian; de Rosnay, Marc; Peterson, Candida; Slaughter, Virginia

    2013-01-01

    We evaluated the utility of a brief, seven-item, teacher-rated Peer Social Maturity Scale (PSMAT). In Study 1, teachers of 138 Australian children (ranging from 5 to 8?years and 5?months old) in kindergarten and Grades 1 and 2 rated their pupils' social maturity using the PSMAT and their classroom social skills via the Social Skills Rating…

  18. Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings

    ERIC Educational Resources Information Center

    Angell, Maureen E.; Bailey, Rita L.; Larson, Laura

    2008-01-01

    This study involved the extension and adaptation of systematic instructional procedures suggested by Light and Binger (1998) to increase the social-pragmatic language skills of five high school students with moderate cognitive disabilities. Within a single-subject multiple probe research design, we also assessed intervention effects on two skills…

  19. Implementing a Primary Prevention Social Skills Intervention in Urban Preschools: Factors Associated with Quality and Fidelity

    ERIC Educational Resources Information Center

    Wenz-Gross, Melodie; Upshur, Carole

    2012-01-01

    Research Findings: Preschool behavior problems are of increasing concern to early childhood educators. Preventive interventions are being developed, but implementation in underresourced child care programs is challenging. This study describes the implementation of an adapted Second Step curriculum to increase children's social skills and decrease…

  20. Animal social learning: associations and adaptations.

    PubMed

    Reader, Simon M

    2016-01-01

    Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on 'ordinary' processes but with extraordinary consequences. PMID:27635227

  1. Animal social learning: associations and adaptations

    PubMed Central

    Reader, Simon M.

    2016-01-01

    Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on ‘ordinary’ processes but with extraordinary consequences. PMID:27635227

  2. Animal social learning: associations and adaptations

    PubMed Central

    Reader, Simon M.

    2016-01-01

    Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on ‘ordinary’ processes but with extraordinary consequences.

  3. Isolated teenagers, cooperative learning, and the training of social skills.

    PubMed

    Mesch, D; Lew, M; Johnson, D W; Johnson, R

    1986-07-01

    The effects of individual and group contingencies on the achievement and social integration of isolated, learning-disabled students were studied. Five socially isolated and withdrawn eighth-grade students in foreign-language and math classes were subjects. The choice of working alone or in a group with no academic contingency (i.e., bonus points) was compared with working in cooperative learning groups with a group-academic contingency (i.e., bonus points), a group-academic contingency with social-skills training, and a group-academic contingency in combination with a social-skills contingency (i.e., bonus points). The results indicated that the combination of group-academic and social-skills contingencies produced in the socially isolated and withdrawn students the highest rates of appropriate social interaction with peers, acceptance and liking by peers, positive attitudes toward the subject area, and achievement. PMID:3761218

  4. Educators' Social and Emotional Skills Vital to Learning

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Bouffard, Suzanne M.; Weissbourd, Richard

    2013-01-01

    Teachers' social and emotional competencies are very important to their overall effectiveness, but such skills are frequently overlooked. Social and emotional competencies like managing emotions and stress are needed more today than ever before. More practices and policies to support and foster educators' social and emotional…

  5. Assessment of Cognitive Social Skills in Learning Disabled Boys.

    ERIC Educational Resources Information Center

    Romano, Joan M.; Bellack, Alan S.

    Cognitive social skills were assessed in 22 learning disabled (LD), 18 behavior problem, and 20 control boys in grades 7-9. Measures included an interview tapping social knowledge, self-reported behavior, generation of alternative solutions to social problems, and the Wechsler Intelligence Scale for Children-Revised Vocabulary Scale. Sociometric…

  6. Social Support Provisions as Differential Predictors of Adaptive Outcomes in Young Adolescents

    ERIC Educational Resources Information Center

    Warren, Jared S.; Jackson, Yo; Sifers, Sarah K.

    2009-01-01

    Social support provisions were examined in relation to negative life events, adaptive skills, hope, and grade point average in a sample of 103 inner-city youth (ages 11-14). Analyses focused on seven support provisions: social integration, attachment, guidance and information, reliable alliance, reassurance of worth, nurturance, and instrumental…

  7. Social skills and psychopathic traits in maltreated adolescents.

    PubMed

    Ometto, Mariella; de Oliveira, Paula Approbato; Milioni, Ana Luiza; Dos Santos, Bernardo; Scivoletto, Sandra; Busatto, Geraldo F; Nunes, Paula V; Cunha, Paulo Jannuzzi

    2016-04-01

    Child maltreatment has frequently been associated with impaired social skills and antisocial features, but there are still controversies about the effect of each type of maltreatment on social behaviour. The aim of this study was to compare the social functioning and psychopathic traits of maltreated adolescents (MTA) with a control group (CG) and to investigate what types of maltreatments and social skills were associated with psychopathic traits in both groups. The types and intensity of maltreatment were evaluated through the Childhood Trauma Questionnaire (CTQ) in 107 adolescents, divided into the MTA group (n = 66) and non-maltreated youths (n = 41), our CG. The Hare Psychopathy Checklist: Youth Version (PCL: YV) and a detailed inventory for evaluation of social skills in adolescents were also applied in all individuals. MTA presented more psychopathic traits than the CG, in all domains measured by PCL: YV, independently of IQ levels and the presence of psychiatric disorders. Interestingly, the groups did not differ significantly from each other on indicators of social skills. Multiple regression analysis revealed that emotional neglect was the only maltreatment subtype significantly associated with psychopathic traits, more specifically with the PCL: YV interpersonal factor (F1), and that some social skills (empathy, self-control and social confidence) were related to specific psychopathic factors. The results highlight that emotional neglect may be more detrimental to social behaviours than physical and sexual abuse, and that neglected children require more specific and careful attention.

  8. Social skills and psychopathic traits in maltreated adolescents.

    PubMed

    Ometto, Mariella; de Oliveira, Paula Approbato; Milioni, Ana Luiza; Dos Santos, Bernardo; Scivoletto, Sandra; Busatto, Geraldo F; Nunes, Paula V; Cunha, Paulo Jannuzzi

    2016-04-01

    Child maltreatment has frequently been associated with impaired social skills and antisocial features, but there are still controversies about the effect of each type of maltreatment on social behaviour. The aim of this study was to compare the social functioning and psychopathic traits of maltreated adolescents (MTA) with a control group (CG) and to investigate what types of maltreatments and social skills were associated with psychopathic traits in both groups. The types and intensity of maltreatment were evaluated through the Childhood Trauma Questionnaire (CTQ) in 107 adolescents, divided into the MTA group (n = 66) and non-maltreated youths (n = 41), our CG. The Hare Psychopathy Checklist: Youth Version (PCL: YV) and a detailed inventory for evaluation of social skills in adolescents were also applied in all individuals. MTA presented more psychopathic traits than the CG, in all domains measured by PCL: YV, independently of IQ levels and the presence of psychiatric disorders. Interestingly, the groups did not differ significantly from each other on indicators of social skills. Multiple regression analysis revealed that emotional neglect was the only maltreatment subtype significantly associated with psychopathic traits, more specifically with the PCL: YV interpersonal factor (F1), and that some social skills (empathy, self-control and social confidence) were related to specific psychopathic factors. The results highlight that emotional neglect may be more detrimental to social behaviours than physical and sexual abuse, and that neglected children require more specific and careful attention. PMID:26224584

  9. Recruitment dynamics in adaptive social networks

    PubMed Central

    Shkarayev, Maxim S.; Schwartz, Ira B.; Shaw, Leah B.

    2013-01-01

    We model recruitment in adaptive social networks in the presence of birth and death processes. Recruitment is characterized by nodes changing their status to that of the recruiting class as a result of contact with recruiting nodes. Only a susceptible subset of nodes can be recruited. The recruiting individuals may adapt their connections in order to improve recruitment capabilities, thus changing the network structure adaptively. We derive a mean field theory to predict the dependence of the growth threshold of the recruiting class on the adaptation parameter. Furthermore, we investigate the effect of adaptation on the recruitment level, as well as on network topology. The theoretical predictions are compared with direct simulations of the full system. We identify two parameter regimes with qualitatively different bifurcation diagrams depending on whether nodes become susceptible frequently (multiple times in their lifetime) or rarely (much less than once per lifetime). PMID:25395989

  10. Bullying among Special Education Students with Intellectual Disabilities: Differences in Social Adjustment and Social Skills

    ERIC Educational Resources Information Center

    Reiter, Shunit; Lapidot-Lefler, Noam

    2007-01-01

    Harassment and bullying among 186 students with intellectual disabilities, ages 12 to 21 years, in special education schools were examined. The differences between bullies and victims in terms of social adjustment and social skills were investigated. No prototypes characterizing differences in social skills were found between the three subgroups:…

  11. How to Teach Thinking Skills in Social Studies and History

    ERIC Educational Resources Information Center

    Beyer, Barry K.

    2008-01-01

    This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he…

  12. Geographic Skills in the Social Studies, Grades K-6.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Curriculum Development.

    The booklet identifies 217 geography skills to be acquired by students in kindergarten through grade six. It is intended to help teachers in developing geographical strands and outcomes in the elementary social studies curriculum. Skills are presented for three grade levels: kindergarten through grade two, grades three and four, and grades five…

  13. Improving Communicative Competence: Validation of a Social Skills Training Workshop.

    ERIC Educational Resources Information Center

    Dawson, Pamela J.; Spitzberg, Brian H.

    The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program to the rated competence of nonparticipants. Subjects' self-ratings were included. This comparison was operationalized through a pretest-posttest design with 12 experimental and 22 control…

  14. Rethinking Social Barriers to Effective Adaptive Management.

    PubMed

    West, Simon; Schultz, Lisen; Bekessy, Sarah

    2016-09-01

    Adaptive management is an approach to environmental management based on learning-by-doing, where complexity, uncertainty, and incomplete knowledge are acknowledged and management actions are treated as experiments. However, while adaptive management has received significant uptake in theory, it remains elusively difficult to enact in practice. Proponents have blamed social barriers and have called for social science contributions. We address this gap by adopting a qualitative approach to explore the development of an ecological monitoring program within an adaptive management framework in a public land management organization in Australia. We ask what practices are used to enact the monitoring program and how do they shape learning? We elicit a rich narrative through extensive interviews with a key individual, and analyze the narrative using thematic analysis. We discuss our results in relation to the concept of 'knowledge work' and Westley's (2002) framework for interpreting the strategies of adaptive managers-'managing through, in, out and up.' We find that enacting the program is conditioned by distinct and sometimes competing logics-scientific logics prioritizing experimentation and learning, public logics emphasizing accountability and legitimacy, and corporate logics demanding efficiency and effectiveness. In this context, implementing adaptive management entails practices of translation to negotiate tensions between objective and situated knowledge, external experts and organizational staff, and collegiate and hierarchical norms. Our contribution embraces the 'doing' of learning-by-doing and marks a shift from conceptualizing the social as an external barrier to adaptive management to be removed to an approach that situates adaptive management as social knowledge practice.

  15. Rethinking Social Barriers to Effective Adaptive Management

    NASA Astrophysics Data System (ADS)

    West, Simon; Schultz, Lisen; Bekessy, Sarah

    2016-09-01

    Adaptive management is an approach to environmental management based on learning-by-doing, where complexity, uncertainty, and incomplete knowledge are acknowledged and management actions are treated as experiments. However, while adaptive management has received significant uptake in theory, it remains elusively difficult to enact in practice. Proponents have blamed social barriers and have called for social science contributions. We address this gap by adopting a qualitative approach to explore the development of an ecological monitoring program within an adaptive management framework in a public land management organization in Australia. We ask what practices are used to enact the monitoring program and how do they shape learning? We elicit a rich narrative through extensive interviews with a key individual, and analyze the narrative using thematic analysis. We discuss our results in relation to the concept of `knowledge work' and Westley's 2002) framework for interpreting the strategies of adaptive managers—`managing through, in, out and up.' We find that enacting the program is conditioned by distinct and sometimes competing logics—scientific logics prioritizing experimentation and learning, public logics emphasizing accountability and legitimacy, and corporate logics demanding efficiency and effectiveness. In this context, implementing adaptive management entails practices of translation to negotiate tensions between objective and situated knowledge, external experts and organizational staff, and collegiate and hierarchical norms. Our contribution embraces the `doing' of learning-by-doing and marks a shift from conceptualizing the social as an external barrier to adaptive management to be removed to an approach that situates adaptive management as social knowledge practice.

  16. Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills

    ERIC Educational Resources Information Center

    Abdelrasoul, Mohamed Mahmoud Ibrahim

    2014-01-01

    The present study aimed at developing the necessary critical reading skills and social skills of the Egyptian EFL second year preparatory school students, through a proposed program based on using reading circles strategy. The study participants were 44 students from Sohag Experimental Preparatory School in Sohag Governorate. Instruments of the…

  17. Burnout, anxiety, depression, and social skills in medical residents.

    PubMed

    Pereira-Lima, K; Loureiro, S R

    2015-01-01

    The medical residency is recognized as a risk period for the development of burnout and mental health problems, such as anxiety and depression, which have impact on the physician and clientele alike. There is a need for studies that address conditions of risk and protection for the development of such problems. This study aimed to verify the rates of burnout, anxiety, and depression presented by resident physicians, as well as the associations of these problems with social skills, as potential protective factors. The hypothesis was defined that the problems (burnout, anxiety, and depression) would be negatively associated with social skills. A total of 305 medical residents, of both genders, of different specialties, from clinical and surgical areas of a Brazilian university hospital were evaluated using the following standardized self-report instruments: Burnout Syndrome Inventory, Social Skills Inventory, and the Patient Health Questionnaire-4. High rates of burnout and mental health problems were verified and social skills were negatively associated with burnout dimensions such as emotional exhaustion, emotional detachment, and dehumanization, but positively associated with personal accomplishment. Furthermore, residents with indicators of problems presented significantly lower social skills means than those of residents without indicators of burnout, anxiety, or depression. More studies are needed, which include other types of instruments in addition to self-report ones and evaluate not only social skills but also social competence in the professional practice. These should adopt intervention and longitudinal designs that allow the continuity or overcoming of the problems to be verified. Since social skills can be learned, the results of the study highlight the importance of developing the interpersonal skills of the professionals during the training of resident physicians in order to improve their practice.

  18. Social, occupational and cultural adaptation in Antarctica

    NASA Astrophysics Data System (ADS)

    Nicolas, Michel; Bishop, Sheryl; Weiss, Karine; Gaudino, Marvin

    2016-07-01

    Life in isolated and confined environments (ICEs, e.g., polar stations, submarine or space missions), is subject to important constraints which can generate psychosociological impaired outcomes. This study investigated psychological, social, occupational and cultural variables which are among the most important determinants in adaptation to a one-year wintering in Antarctica with 13 international participants. Our findings confirm and give further insight into the role of social (Cohesiveness, Social Support) and occupational (Implementation / Preparedness, Counterproductive Activity, Decision Latitude and Psychological Job Demands) dimensions of adaptation to ICE environments. Relationships between various social and occupational dimensions studies reflected detrimental effects ranging from decrements in cohesiveness, social support and work performance which differed across professional status and multicultural factors. These psychosocial issues have important implications for pre-mission selection and training, monitoring and support of crews during the mission and post-mission readaptation. Operational recommendations are suggested to improve adaptation, success and well-being for long-term ICE missions, e.g., to Mars and beyond.

  19. Emotional intelligence skills for maintaining social networks in healthcare organizations.

    PubMed

    Freshman, Brenda; Rubino, Louis

    2004-01-01

    For healthcare organizations to survive in these increasingly challenging times, leadership and management must face mounting interpersonal concerns. The authors present the boundaries of internal and external social networks with respect to leadership and managerial functions: Social networks within the organization are stretched by reductions in available resources and structural ambiguity, whereas external social networks are stressed by interorganizational competitive pressures. The authors present the development of emotional intelligence skills in employees as a strategic training objective that can strengthen the internal and external social networks of healthcare organizations. The authors delineate the unique functions of leadership and management with respect to the application of emotional intelligence skills and discuss training and future research implications for emotional intelligence skill sets and social networks.

  20. Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability

    ERIC Educational Resources Information Center

    Plavnick, Joshua B.; Kaid, Tiffany; MacFarland, Mari C.

    2015-01-01

    Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious…

  1. Social Studies Teacher Candidates' Views on Historical Thinking Skills

    ERIC Educational Resources Information Center

    Ozmen, Cengiz

    2015-01-01

    Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…

  2. Social Skills of Slovenian Primary School Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Schmidt, Majda; Prah, Alenka; Cagran, Branka

    2014-01-01

    Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills…

  3. Training Social Skills to Severely Mentally Retarded Multiply Handicapped Adolescents.

    ERIC Educational Resources Information Center

    Matson, Johnny L.; And Others

    1988-01-01

    Three severely mentally retarded, multiply handicapped adolescents were treated in a classroom setting for social skill deficits. Treatment focused on increasing eye contact and strengthening on-task and in-seat behaviors. Results suggested that a combination of visual stimuli, operant, and social learning methods can be used to successfully…

  4. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

    Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

    2006-01-01

    This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

  5. Time and Chronology Skills for Elementary School Social Studies Classes.

    ERIC Educational Resources Information Center

    Dianna, Michael A.

    Because all social studies classes require competence in time and chronology concepts, a sampling of ideas that elementary social studies teachers can use to help children understand time and chronology are presented followed by a list of skills necessary to help children understand the time system, the calendar, and chronology. Examples of…

  6. Finnish and Russian Teachers Supporting the Development of Social Skills

    ERIC Educational Resources Information Center

    Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

    2016-01-01

    We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

  7. Developing Social Vocational Skills in Handicapped Individuals. Digest #447.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

    Many handicapped workers fail in competitive employment situations for social reasons rather than for the inability to perform required work tasks. Such individuals are usually those who need to be trained under conditions more closely matching those of the workplace. Thus, work-related social skills should be taught, at least in part, in work…

  8. Effectiveness of Small Group Social Skills Lessons with Elementary Students

    ERIC Educational Resources Information Center

    Chupp, Amy I.; Boes, Susan R.

    2012-01-01

    This action research study (ARS) describes the effectiveness of small group social skills lessons with elementary students, using "Too Good for Violence: A Curriculum for Non-violent Living" by the Mendez Foundation. The school counselor and school social worker taught the curriculum in a structured small group of 4th grade students in 8 weekly…

  9. The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers

    ERIC Educational Resources Information Center

    Sazak Pinar, Elif; Sucuoglu, Bülbin

    2013-01-01

    In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching…

  10. Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

    ERIC Educational Resources Information Center

    Zhang, Kaili Chen

    2011-01-01

    This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

  11. Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention

    ERIC Educational Resources Information Center

    Cummings, Therese M.; Higgins, Kyle; Pierce, Tom; Miller, Susan; Boone, Randall; Tandy, Richard

    2009-01-01

    This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction…

  12. The Social Skills and Attachment to Dogs of Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Carlisle, Gretchen K.

    2015-01-01

    Children with Autism Spectrum Disorder (ASD) have deficits in social skills, and interaction with service dogs has been associated with increased social skills for children with ASD. In this telephone survey of 70 parents of children with ASD, children owning dogs had greater Mean scores for social skills, using the Social Skills Improvement…

  13. Qualifications, Basic Skills and Accelerating Social Exclusion.

    ERIC Educational Resources Information Center

    Bynner, John; Parsons, Samantha

    2001-01-01

    Comparison of early labor market experiences of two British cohorts born in 1958 and 1970 shows that, among the younger group, those without academic qualifications had consistently higher unemployment rates than their older counterparts who similarly lacked basic skills. Key requirements for employability have demonstrably increased over time.…

  14. Preschoolers' Social Skills Steer Life Success

    ERIC Educational Resources Information Center

    Willis, Clarissa A.; Schiller, Pam

    2011-01-01

    Children begin forming social and emotional intelligence at birth. They need the support of a caring adult at first, and then later interactions with peers, in order to encounter the experiences that will guide their brain development in the social and emotional domains. With the help and input of others, children begin to understand, express, and…

  15. Improving Social Interaction among 4th Grade Students through Social Skills Instruction.

    ERIC Educational Resources Information Center

    Dunleavy, Shannon; Karwowski, Sandra; Shudes-Eitel, Jennifer

    This action research project implemented a program for improving social skills in order to establish positive interaction among 4th grade students at a northern Chicago suburban school. Social skills deficiency was documented through behavior checklists and referrals, teacher observations and student reflection. Teachers reported that low incomes,…

  16. Brief Report: Suitability of the Social Skills Performance Assessment (SSPA) for the Assessment of Social Skills in Adults with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Verhoeven, E. W. M.; Smeekens, I.; Didden, R.

    2013-01-01

    The present study aims at examining whether the "Social Skills Performance Assessment" (SSPA; Patterson et al. in "Schizophr Res" 48(2-3):351-360, 2001) is a suitable performance-based measure to assess social skills in adults with autism spectrum disorders (ASD). For this purpose, social skills of individuals with ASD and…

  17. Social networks as embedded complex adaptive systems.

    PubMed

    Benham-Hutchins, Marge; Clancy, Thomas R

    2010-09-01

    As systems evolve over time, their natural tendency is to become increasingly more complex. Studies in the field of complex systems have generated new perspectives on management in social organizations such as hospitals. Much of this research appears as a natural extension of the cross-disciplinary field of systems theory. This is the 15th in a series of articles applying complex systems science to the traditional management concepts of planning, organizing, directing, coordinating, and controlling. In this article, the authors discuss healthcare social networks as a hierarchy of embedded complex adaptive systems. The authors further examine the use of social network analysis tools as a means to understand complex communication patterns and reduce medical errors.

  18. A Review of Treatments for Deficits in Social Skills and Self-Help Skills in Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Flynn, Lorna; Healy, Olive

    2012-01-01

    Deficits in social skills and self-help skills present significant challenges for individuals diagnosed with autism spectrum disorders (ASD). Much research in Applied Behavior Analysis (ABA) has been devoted to treatments for deficits in social skills and there exist a number of extensive reviews on the research in this area. Some research has…

  19. Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

    PubMed

    Feldman, Ruth; Bamberger, Esther; Kanat-Maymon, Yaniv

    2013-01-01

    Reciprocity - the capacity to engage in social exchange that integrates inputs from multiple partners into a unified social event - is a cornerstone of adaptive social life that is learned within dyad-specific attachments during an early period of neuroplasticity. Yet, very little research traced the expression of children's reciprocity with their mother and father in relation to long-term outcomes. Guided by evolutionary models, we followed mothers, fathers, and their firstborn child longitudinally and observed mother-child and father-child reciprocity in infancy, preschool, and adolescence. In preschool, children's social competence, aggression, and prosocial behavior were observed at kindergarten. In adolescence, children's dialogical skills were assessed during positive and conflict interactions with same-sex best friends. Father-child and mother-child reciprocity were individually stable, inter-related at each stage, and consisted of distinct behavioral components. Structural equation modeling indicated that early maternal and paternal reciprocity were each uniquely predictive of social competence and lower aggression in preschool, which, in turn, shaped dialogical skills in adolescence. Father-adolescent reciprocity contributed to the dialogical negotiation of conflict, whereas mother-adolescent reciprocity predicted adolescents' dialogical skills during positive exchanges. Results highlight the role of parent-child reciprocity in shaping children's social collaboration and intimate relationships with non-kin members of their social world. PMID:23544455

  20. Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

    PubMed

    Feldman, Ruth; Bamberger, Esther; Kanat-Maymon, Yaniv

    2013-01-01

    Reciprocity - the capacity to engage in social exchange that integrates inputs from multiple partners into a unified social event - is a cornerstone of adaptive social life that is learned within dyad-specific attachments during an early period of neuroplasticity. Yet, very little research traced the expression of children's reciprocity with their mother and father in relation to long-term outcomes. Guided by evolutionary models, we followed mothers, fathers, and their firstborn child longitudinally and observed mother-child and father-child reciprocity in infancy, preschool, and adolescence. In preschool, children's social competence, aggression, and prosocial behavior were observed at kindergarten. In adolescence, children's dialogical skills were assessed during positive and conflict interactions with same-sex best friends. Father-child and mother-child reciprocity were individually stable, inter-related at each stage, and consisted of distinct behavioral components. Structural equation modeling indicated that early maternal and paternal reciprocity were each uniquely predictive of social competence and lower aggression in preschool, which, in turn, shaped dialogical skills in adolescence. Father-adolescent reciprocity contributed to the dialogical negotiation of conflict, whereas mother-adolescent reciprocity predicted adolescents' dialogical skills during positive exchanges. Results highlight the role of parent-child reciprocity in shaping children's social collaboration and intimate relationships with non-kin members of their social world.

  1. Long-term outcome of social skills intervention based on interactive LEGO play.

    PubMed

    Legoff, Daniel B; Sherman, Michael

    2006-07-01

    LEGO building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact. A 3 year retrospective study of long-term outcome for autistic spectrum children participating in LEGO therapy (N = 60) compared Vineland Adaptive Behavior Scale socialization domain (VABS-SD) and Gilliam Autism Rating Scale social interaction subscale (GARS-SI) scores preand post-treatment with a matched comparison sample (N = 57) who received comparable non-LEGO therapy. Although both groups made significant gains on the two outcome measures, LEGO participants improved significantly more than the comparison subjects. Diagnosis and pre-treatment full-scale IQ scores did not predict outcome scores; however, Vineland adaptive behavior composite, Vineland communication domain, and verbal IQ all predicted outcome on the VABS-SD, especially for the LEGO therapy group. Results are discussed in terms of implications for methods of social skills intervention for autistic spectrum disorders.

  2. Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Laugeson, Elizabeth A.; Frankel, Fred; Mogil, Catherine; Dillon, Ashley R.

    2009-01-01

    This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13-17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills,…

  3. Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD

    ERIC Educational Resources Information Center

    Olcay-Gül, Seray; Tekin-Iftar, Elif

    2016-01-01

    The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple…

  4. An Analysis of the Use of Social Stories in Teaching Social Skills to Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Sani Bozkurt, Sunagul; Vuran, Sezgin

    2014-01-01

    Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis…

  5. Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Rankin, James A.; Weber, Rebecca J.; Kang, Erin; Lerner, Matthew D.

    2016-01-01

    While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals' and families' beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as…

  6. Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

    ERIC Educational Resources Information Center

    Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

    2012-01-01

    Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

  7. Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation.

    PubMed

    O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K

    2016-07-01

    Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings.

  8. Assessing Thinking Skills in Social Problem Solving.

    ERIC Educational Resources Information Center

    Nagy, Philip

    The purpose of this report is to explore an analysis of discussions, among groups of elementary school children, of a social problem. The intent of the research is to contribute to the advancement of methods for program and student assessment, particularly toward goals not usually evaluated by traditional testing programs. The analysis method used…

  9. Using a Computer-Adapted, Conceptually Based History Text to Increase Comprehension and Problem-Solving Skills of Students with Disabilities

    ERIC Educational Resources Information Center

    Twyman, Todd; Tindal, Gerald

    2006-01-01

    The purpose of this study was to improve the comprehension and problem-solving skills of students with disabilities in social studies using a conceptually framed, computer-adapted history text. Participants were 11th and 12th grade students identified with learning disabilities in reading and writing from two intact, self-contained social studies…

  10. Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation.

    PubMed

    Morán, Valeria E; Olaz, Fabián O; Del Prette, Zilda A P

    2015-01-01

    In this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students. PMID:26610605

  11. Socially ADDept: Teaching Social Skills to Children with ADHD, LD, and Asperger's, Revised Edition

    ERIC Educational Resources Information Center

    Giler, Janet Z.

    2011-01-01

    "Socially ADDept" helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and…

  12. Cooperative Learning and Social Stories: Effective Social Skills Strategies for Reading Teachers.

    ERIC Educational Resources Information Center

    Gut, Dianne M.; Safran, Stephen P.

    2002-01-01

    Suggests that few teachers understand the debilitating effect that social skill deficits have on a child's daily life. Notes that instructional strategies such as cooperative learning groups and social stories can help children improve their social behavior. Encourages all educators not only to emphasize academics, but also to seize any…

  13. Social Competence and Social Skills Training and Intervention for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Cotugno, Albert J.

    2009-01-01

    This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence…

  14. Delinquency, Social Skills and the Structure of Peer Relations: Assessing Criminological Theories by Social Network Theory

    ERIC Educational Resources Information Center

    Smangs, Mattias

    2010-01-01

    This article explores the plausibility of the conflicting theoretical assumptions underlying the main criminological perspectives on juvenile delinquents, their peer relations and social skills: the social ability model, represented by Sutherland's theory of differential associations, and the social disability model, represented by Hirschi's…

  15. Social Skills Training Augments the Effectiveness of Cognitive Behavioral Group Therapy for Social Anxiety Disorder

    ERIC Educational Resources Information Center

    Herbert, James D.; Gaudiano, Brandon A.; Rheingold, Alyssa A.; Myers, Valerie H.; Dalrymple, Kristy; Nolan, Elizabeth M.

    2005-01-01

    Cognitive Behavioral Group Therapy (CBGT) is the most widely researched intervention program for social anxiety disorder (SAD, also known as social phobia), with a number of studies demonstrating its effectiveness. Another common treatment, social skills training (SST), has also been shown to be efficacious for SAD. The present study compared the…

  16. Emotion Discourse, Social Cognition, and Social Skills in Children with and without Developmental Delays

    ERIC Educational Resources Information Center

    Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana

    2011-01-01

    This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…

  17. A Taxonomy of Affective-Social Skill Intervention.

    ERIC Educational Resources Information Center

    Barclay, James R.

    This guide to affective social skill development discusses these points: (1) The targets of our efforts are first of all teachers, then the peer group, and finally individuals, (2) Systematic training of teachers, both in the cognitive and experimental basis of human relationships, is a necessary prerequisite to the implementation and development…

  18. Social Skills Training in Correctional Treatment: An Educational Perspective.

    ERIC Educational Resources Information Center

    Goodrick, David D.; Reed, Thomas

    The authors describe the utilization of psychological methods in training or retraining of prison guards/staff who engaged in an action project with prisoners. Social skills training, behavioral training and effective living approaches are described as they may be integrated into training of persons who work with inmates of correctional…

  19. Remediating the Deficit: Social Skills Training with Juvenile Offenders.

    ERIC Educational Resources Information Center

    Jolly, Sharon L.; Sherer, Mark

    Assessment and rehabilitation of juvenile offenders has been enhanced by the identification of several cognitive and behavioral dimensions on which offenders differ from non-offenders. To investigate the influence of social skills training on locus of control, self-esteem, and observed behavior, 27 adolescent male offenders, aged 12-17,…

  20. Intercultural Knowledge and Skills in Social Service Work with Refugees

    ERIC Educational Resources Information Center

    Phillips, Amy

    2009-01-01

    This grounded theory study examined how social service providers and refugee service recipients in a city in the upper Midwestern United States described the intercultural knowledge and skills necessary for effective work with refugees. Ten refugee service recipients, 28 county service providers, and 9 "stakeholders," or noncounty service…

  1. Structured Stories: Reinforcing Social Skills in Rural Substance Abuse Treatment.

    ERIC Educational Resources Information Center

    Leukefeld, Carl G.; Godlaski, Ted; Clark, James; Brown, Cynthia; Hays, Lon

    2002-01-01

    Describes how structured stories can be used as a part of a therapy for rural substance abusers and discusses how this approach can complement social skills training. Presents an example of a structured story focused on negative thinking and concludes with a discussion of the possibilities of using structured stories and implications for social…

  2. Associations among Middle School Students' Bullying Roles and Social Skills

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

    2016-01-01

    This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…

  3. Nonverbal Social Interaction Skills of Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Agaliotis, Ioannis; Kalyva, Efrosini

    2008-01-01

    Many children with learning disabilities (LD) face problems in their nonverbal communication, which constitutes an important component of their social skills. This study explores the frequency of nonverbal initiations and responses of 36 children with LD and 36 children without LD matched for age and gender, who were observed for 40 min during the…

  4. Parental Management of Peer Relationships and Early Adolescents' Social Skills

    ERIC Educational Resources Information Center

    Mounts, Nina S.

    2011-01-01

    Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship…

  5. Improving Social Skills through the Use of Cooperative Learning

    ERIC Educational Resources Information Center

    Dollman, Lucinda; Morgan, Catherine; Pergler, Jennifer; Russell, William; Watts, Jennifer

    2007-01-01

    The purpose of this action research project is to improve student social skills through the use of cooperative learning, in order to develop a positive classroom environment that is conducive to learning. The action research project will involve approximately 95 students, 95 parents, and 200 teachers. It is the intent of the teacher researchers to…

  6. Geographic Skills in the Social Studies, Grades 7-12.

    ERIC Educational Resources Information Center

    Leatherwood, Arthur K., Ed.; Porter, Jack W., Ed.

    This publication is designed to assist secondary level curriculum planners, teachers, and teacher educators in developing a social studies curriculum that includes geographic skills for students' development. The first section lists general student objectives in geography that are considered essential. The following six sections contain more in…

  7. Teaching Social Skills in a Virtual Environment: An Exploratory Study

    ERIC Educational Resources Information Center

    Baker, Jason; Parks-Savage, Agatha; Rehfuss, Mark

    2009-01-01

    This article reports on an exploratory study which examines the use of virtual environment technology as a tool to teach elementary school children social skills. Small group interventions were assessed to determine how the participants were measurably different on 7 different dependent variables: problem behaviors, academic competence,…

  8. The Effects of Computers on Kindergarten Children's Social Skills

    ERIC Educational Resources Information Center

    Kumtepe, Alper T.

    2006-01-01

    The purpose of the study was to examine the effects of computer use on children's social skills in kindergarten. Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), conducted by National Center for Educational Statistics, was utilized to analyze differential effects of home and school computer use on kindergarten social…

  9. Social, Emotional, and Affective Skills for College and Career Success

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Rowan-Kenyon, Heather T.; Fancsali, Cheri

    2015-01-01

    Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend…

  10. Attachment Styles, Social Skills, and Depression in College Women

    ERIC Educational Resources Information Center

    Cooley, Eileen L.; Van Buren, Amy; Cole, Steven P.

    2010-01-01

    Attachment styles, social skills, and depression were studied in 3 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory-II (A. T. Beck, R. A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M. T. Wittenberg, & H. T. Reis,…

  11. Bullying Prevention in the Elementary Classroom Using Social Skills

    ERIC Educational Resources Information Center

    Anderson, Stacie; Swiatowy, Colleen

    2008-01-01

    Our action research project report provided students with social skills training to effectively handle bullying situations in the fourth grade. Our study involved 70 fourth-grade students and began Monday, January 14, 2008 and concluded Friday, May 2, 2008. The behaviors documented from the fourth grade students were name calling, exclusion,…

  12. Improving Discipline through the Use of Social Skills.

    ERIC Educational Resources Information Center

    Cook, Danielle; Rudin, Lynn

    Faced with increasing concerns of educators, parents, and students regarding the lack of school discipline, this study evaluated a social skills program to reduce inappropriate behavioral incidents in urban middle and rural high school students. Students' inappropriate behavior, such as talking back, not preparing for class or not participating in…

  13. Generalization of Social Skills: Risks of Choosing Form over Function.

    ERIC Educational Resources Information Center

    Gresham, Frank M.

    1994-01-01

    Responds to article by DuPaul and Eckert on generalization and maintenance of behavior change resulting from packaged social skills training programs. Discusses failure to obtain generalization from two perspectives: topographical generalization and functional generalization. Suggests that generalization programming based on functional analysis…

  14. Improving Social Skills: A Training Presentation to Parents

    ERIC Educational Resources Information Center

    Utay, Joe; Utay, Carol

    2005-01-01

    All school professionals working with children and adolescents deal with social skills issues. Even if not the primary issue or goal, teachers, counselors, school psychologists, other specialists such as nurses, speech and language therapists, etc., and some administrators make informal assessments of their students' ability to successfully…

  15. Korean Mothers' Proactive Socialisation Beliefs regarding Preschoolers' Social Skills

    ERIC Educational Resources Information Center

    Park, Sung-Yun; Cheah, Charissa S. L.

    2005-01-01

    The purpose of the present study was to examine the proactive socialisation beliefs (goals, attributions, strategies) of Korean mothers regarding preschoolers' social skills (sharing, controlling negative emotions, and helping others). Participants were 116 mothers in Seoul, Korea. The reasons that mothers provided for the importance of each…

  16. Quality of Australian Childcare and Children's Social Skills

    ERIC Educational Resources Information Center

    Ishimine, Karin; Wilson, Rachel; Evans, David

    2010-01-01

    This study investigated the relationships and interactions between childcare quality (Early Childhood Environmental Rating Scale-Revised edition [ECERS-R]/Early Childhood Environmental Rating Scale-Extension [ECERS-E]) and children's social skills (SSRS) in different sociodemographic areas within one Australian city. Multiple regression analysis…

  17. Using Technology to Create Motivating Social Skills Lessons

    ERIC Educational Resources Information Center

    Cumming, Therese M.

    2010-01-01

    Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining this. This article describes a teaching sequence that enables students to create and utilize their…

  18. Involving Parents in Teaching Social Communication Skills to Young Children

    ERIC Educational Resources Information Center

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  19. Teacher Views on Social Skills Development in Primary School Students

    ERIC Educational Resources Information Center

    Samanci, Osman

    2010-01-01

    The aim of the present research is to survey the views of teachers regarding social skills development in primary school students. The research was carried out using the qualitative research technique. A questionnaire prepared by the researcher was used to collect data. The results show that there are four main factors that play an important role…

  20. Participatory Evaluation of an Educational Game for Social Skills Acquisition

    ERIC Educational Resources Information Center

    Tan, Jean Lee; Goh, Dion Hoe-Lian; Ang, Rebecca P.; Huan, Vivien S.

    2013-01-01

    This paper reports a study conducted to formally evaluate a social problem-solving skills game during the start of the development to ensure that the desired game attributes were successfully embodied in the final game. Two methods, heuristic evaluation and participatory design, were adopted to assess whether the features of the game pose…

  1. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  2. Radiographic skills learning: procedure simulation using adaptive hypermedia.

    PubMed

    Costaridou, L; Panayiotakis, G; Pallikarakis, N; Proimos, B

    1996-10-01

    The design and development of a simulation tool supporting learning of radiographic skills is reported. This tool has by textual, graphical and iconic resources, organized according to a building-block, adaptive hypermedia approach, which is described and supported by an image base of radiographs. It offers interactive user-controlled simulation of radiographic imaging procedures. The development is based on a commercially available environment (Toolbook 3.0, Asymetrix Corporation). The core of the system is an attributed precedence (priority) graph, which represents a task outline (concept and resources structure), which is dynamically adjusted to selected procedures. The user interface imitates a conventional radiography system, i.e. operating console, tube, table, patient and cassette. System parameters, such as patient positioning, focus-to-patient distance, magnification, field dimensions, tube voltage and mAs are under user control. Their effects on image quality are presented, by means of an image base acquired under controlled exposure conditions. Innovative use of hypermedia, computer based learning and simulation principles and technology in the development of this tool resulted in an enhanced interactive environment providing radiographic parameter control and visualization of parameter effects on image quality. PMID:9038530

  3. Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

    ERIC Educational Resources Information Center

    Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine

    2012-01-01

    The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social…

  4. Preservice Music Teachers' Social Skills: Are They Really Prepared?

    ERIC Educational Resources Information Center

    Johnson, Vicky V.

    2014-01-01

    The purpose of this article is to consider the impact of social skills on the potential success of future music educators. Studies indicate that effective social skills directly affect success in the classroom and in the social context of educational environments. Ineffectual social skills can contribute to feelings of isolation, burnout,…

  5. Social information processing patterns, social skills, and school readiness in preschool children.

    PubMed

    Ziv, Yair

    2013-02-01

    The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness were obtained via child assessment (early literacy skills) and teacher report (approaches to learning). Findings provided support for our hypothesis that both social information processing and social competence are related to school readiness. Social competence also partially mediated the link between social information processing and school readiness, thereby supporting our hypothesis about an indirect path in which mental processes are translated into social skills and then translated into school readiness. PMID:23046690

  6. Parental management of peer relationships and early adolescents' social skills.

    PubMed

    Mounts, Nina S

    2011-04-01

    Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship between parental management of peers (consulting and guiding), conflict about peers, and adolescents' social skills (cooperation, assertion, responsibility, empathy, and self-control) and to examine potential precursors (goals of improving peer relationships and beliefs about authority over peer relationships) to parental management of peer relationships. A predominantly White sample (71%) of 75 seventh-graders (57% female) and their primary caregivers participated in the 9-month investigation. Caregivers completed questionnaires regarding goals of improving their adolescents' peer relationships, beliefs about parental authority over peer relationships, parental management of peers, and adolescents' social skills. Adolescents completed questionnaires regarding their social skills. Path analyses suggest that a greater number of caregivers' goals of improving peer relationships and higher beliefs about parental authority over peers were related to higher levels of consulting, guiding, and conflict about peers. Higher levels of conflict about peers in conjunction with higher levels of consulting were related to lower levels of assertion and responsibility in peer relationships over time. When parents reported having a greater number of goals of improving peer relationships, adolescents reported higher levels of cooperation, assertion, empathy, and self control over time. Findings suggest that caregivers' goals and beliefs are important in predicting parental management of peer relationships and adolescents' social skills over time, and that conflict about peers undermines caregivers' efforts to be positively involved in

  7. Oxytocin-Augmented Social Cognitive Skills Training in Schizophrenia

    PubMed Central

    Davis, Michael C; Green, Michael F; Lee, Junghee; Horan, William P; Senturk, Damla; Clarke, Angelika D; Marder, Stephen R

    2014-01-01

    Impairments in social cognition are common in schizophrenia and predict poor functional outcome. The purpose of this proof-of-concept randomized, parallel group clinical trial was to assess whether intranasal oxytocin (OT), given before social cognitive training, enhances learning of social cognitive skills. Twenty seven male outpatients with schizophrenia participated in a 6-week (12 session) training on social cognitive skills. Training focused on three domains: facial affect recognition, social perception, and empathy. Subjects were randomly assigned (double blind) to receive either intranasal OTor placebo 30 min before each session. Participants did not receive OT between sessions or on the day of assessments. We evaluated scores on social-cognition measures, as well as clinical symptoms and neurocognition, at baseline, 1 week following the final training session, and 1 month later. Our prespecified primary outcome measure was a social-cognition composite score comprised of five individual measures. There were main effects of time (indicating improvement across the combined-treatment groups) on the social-cognition composite score at both 1 week and 1 month following completion of training. Subjects receiving OT demonstrated significantly greater improvements in empathic accuracy than those receiving placebo at both posttreatment and 1 month follow up. There were no OT-related effects for the other social cognitive tests, clinical symptoms, or neurocognition. This study provides initial support for the idea that OT enhances the effectiveness of training when administered shortly before social cognitive training sessions. The effects were most pronounced on empathic accuracy, a high-level social cognitive process that is not easily improved in current social cognitive remediation programs. PMID:24637803

  8. Oxytocin-augmented social cognitive skills training in schizophrenia.

    PubMed

    Davis, Michael C; Green, Michael F; Lee, Junghee; Horan, William P; Senturk, Damla; Clarke, Angelika D; Marder, Stephen R

    2014-08-01

    Impairments in social cognition are common in schizophrenia and predict poor functional outcome. The purpose of this proof-of-concept randomized, parallel group clinical trial was to assess whether intranasal oxytocin (OT), given before social cognitive training, enhances learning of social cognitive skills. Twenty seven male outpatients with schizophrenia participated in a 6-week (12 session) training on social cognitive skills. Training focused on three domains: facial affect recognition, social perception, and empathy. Subjects were randomly assigned (double blind) to receive either intranasal OTor placebo 30 min before each session. Participants did not receive OT between sessions or on the day of assessments. We evaluated scores on social-cognition measures, as well as clinical symptoms and neurocognition, at baseline, 1 week following the final training session, and 1 month later. Our prespecified primary outcome measure was a social-cognition composite score comprised of five individual measures. There were main effects of time (indicating improvement across the combined-treatment groups) on the social-cognition composite score at both 1 week and 1 month following completion of training. Subjects receiving OT demonstrated significantly greater improvements in empathic accuracy than those receiving placebo at both posttreatment and 1 month follow up. There were no OT-related effects for the other social cognitive tests, clinical symptoms, or neurocognition. This study provides initial support for the idea that OT enhances the effectiveness of training when administered shortly before social cognitive training sessions. The effects were most pronounced on empathic accuracy, a high-level social cognitive process that is not easily improved in current social cognitive remediation programs.

  9. Numerical Relations and Skill Level Constrain Co-Adaptive Behaviors of Agents in Sports Teams

    PubMed Central

    Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio

    2014-01-01

    Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national – NLP and regional-level – RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed

  10. Numerical relations and skill level constrain co-adaptive behaviors of agents in sports teams.

    PubMed

    Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio

    2014-01-01

    Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national--NLP and regional-level--RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed emergence of

  11. Numerical relations and skill level constrain co-adaptive behaviors of agents in sports teams.

    PubMed

    Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio

    2014-01-01

    Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national--NLP and regional-level--RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed emergence of

  12. Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition

    PubMed Central

    Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna

    2016-01-01

    Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2 years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3 years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9 months, were scored using Interest Level Scoring for Autism, quantifying toddlers’ interest in toys, social routines, and activities that could serve as reinforcers in an intervention. Adaptive level and mental age were measured concurrently (Time 1) and again after a mean of 16.3 months of treatment (Time 2). Interest Level Scoring for Autism score, Autism Diagnostic Observation Schedule score, adaptive age equivalent, verbal and nonverbal mental age, and intensity of intervention were entered into regression models to predict rates of skill acquisition. Interest level at Time 1 predicted subsequent acquisition rate of adaptive skills (R2 = 0.36) and verbal mental age (R2 = 0.30), above and beyond the effects of Time 1 verbal and nonverbal mental ages and Autism Diagnostic Observation Schedule scores. Interest level at Time 1 also contributed (R2 = 0.30), with treatment intensity, to variance in development of nonverbal mental age. PMID:25398893

  13. Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

    2016-01-01

    We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

  14. The Relations of Employability Skills to Career Adaptability among Technical School Students

    ERIC Educational Resources Information Center

    de Guzman, Allan B.; Choi, Kyoung Ok

    2013-01-01

    This two pronged study reports the initial validation of the psychometric properties and factor structure of the Career Adapt-Abilities Scale (CAAS) in the context of Papua New Guinea (PNG) and the investigation of the relationship between employability skills and career adaptability. Results of the study revealed that CAAS can be a valid and…

  15. Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes.

    PubMed

    Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M

    2016-07-01

    Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research.

  16. Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes.

    PubMed

    Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M

    2016-07-01

    Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research. PMID:27351700

  17. Comparison of Direct Instruction and Problem Solving Approach in Teaching Social Skills to Children with Mental Retardation

    ERIC Educational Resources Information Center

    Dagseven Emecen, Deniz

    2011-01-01

    This study was aimed at comparing the effectiveness and efficiency of direct instruction and problem solving approaches in teaching social skills to children with mental retardation. The design was adapted alternating treatment design. The subjects of the study consist of a girl and a boy between the ages of 11 and 13 who are mentally retarded. In…

  18. Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: a preliminary study.

    PubMed

    Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio

    2015-05-01

    Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study describes preliminary data from a group format manual-based intervention, the Interpersonal Problem-Solving for Workplace Adaptation Programme, aimed at improving the cognitive and metacognitive process of social problem-solving skills focusing on typical social situations in the workplace based on mediation as the main strategy. A total of 50 adults with Asperger syndrome received the programme and were compared with a control group of typical development. The feasibility and effectiveness of the treatment were explored. Participants were assessed at pre-treatment and post-treatment on a task of social problem-solving skills and two secondary measures of socialisation and work profile using self- and caregiver-report. Using a variety of methods, the results showed that scores were significantly higher at post-treatment in the social problem-solving task and socialisation skills based on reports by parents. Differences in comparison to the control group had decreased after treatment. The treatment was acceptable to families and subject adherence was high. The Interpersonal Problem-Solving for Workplace Adaptation Programme appears to be a feasible training programme.

  19. Raise Your Child's Social IQ: Stepping Stones to People Skills for Kids.

    ERIC Educational Resources Information Center

    Cohen, Cathi

    Noting that children with poor peer relationships are at risk for later problems and that social skills can improve with coaching, this book shows parents how they can teach their children a variety of social skills. The book is divided into 10 chapters, each addressing a particular skill or set of skills. Each chapter includes goals that equip…

  20. The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

    PubMed

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

    2013-07-01

    Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

  1. Preventing adolescent pregnancy with social and cognitive skills.

    PubMed

    Barth, R P; Fetro, J V; Leland, N; Volkan, K

    1992-04-01

    A 15-session sex education program was delivered by teachers to 586 10th graders using techniques based on social learning theory, including modeling, in-class and out-of-class practice of skills for abstaining from sexual intercourse, and for contraception. Knowledge about reproduction and birth control, intentions to use skills to avoid pregnancy, and communication with parents about pregnancy prevention were significantly greater at posttest and 6-month follow-up for the trained group than for the control group. Members of the trained group tended to use birth control more often, especially those who started to have sexual intercourse subsequent to the program. No differences in the frequency of sexual intercourse, pregnancy scares, or pregnancies were found. Satisfaction with the program was high. Although skill training by itself may not be sufficient to significantly prevent pregnancies, this program offers promise of being a useful component of combined school, home, and community activities to prevent pregnancy. PMID:12319159

  2. Social Skills versus Skilled Social Behavior: A Problematic Distinction in Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Romanczyk, Raymond G.; White, Sara; Gillis, Jennifer M.

    2005-01-01

    The primary core deficit in autism spectrum disorders is social development. While frequently acknowledged as a critical aspect of intervention for improved functioning, research on the specifics of social development and effective models of intervention is not commensurate with the acknowledged importance. We present a model of social competence…

  3. Social Cognition, Social Skill, and the Broad Autism Phenotype

    ERIC Educational Resources Information Center

    Sasson, Noah J.; Nowlin, Rachel B.; Pinkham, Amy E.

    2013-01-01

    Social-cognitive deficits differentiate parents with the "broad autism phenotype" from non-broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study…

  4. Working memory dysfunctions predict social problem solving skills in schizophrenia.

    PubMed

    Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K

    2014-12-15

    The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions.

  5. Social Skills Training Interventions: A Promising Approach for Children Treated for Brain Tumors

    ERIC Educational Resources Information Center

    Weinberger, Beverley Slome; Barakat, Lamia P.

    2007-01-01

    As a result of their disease, its treatment, and late effects, children treated for brain tumors are at risk for developing problems in social functioning in terms of social competence and peer acceptance, poor social skills, and social isolation. Despite research suggesting the effectiveness of social skills training interventions in improving…

  6. Review of Social Skills Training Groups for Youth with Asperger Syndrome and High Functioning Autism

    ERIC Educational Resources Information Center

    Cappadocia, M. Catherine; Weiss, Jonathan A.

    2011-01-01

    Although social skills deficits represent core symptoms of Asperger Syndrome and High Functioning Autism, there is limited research investigating the empirical validity of social skills interventions currently being used with these populations. This literature review compares three types of social skills training groups: traditional, cognitive…

  7. Evaluation of the Stop & Think Social Skills Program with Kindergarten Students

    ERIC Educational Resources Information Center

    Hall, John D.; Jones, Craig H.; Claxton, Amy F.

    2008-01-01

    The Stop & Think Social Skills Program was implemented as a stand-alone primary prevention program using a sequential cohort design with two cohorts of kindergarten students. Cohorts were assessed at pretest and posttest using the Social Skills Rating System Teacher Questionnaire. Students in Cohort 1 showed improvement in Social Skills, Academic…

  8. Investigating the Relationship between Internet Addiction and Strengthening Students' Social Skills

    ERIC Educational Resources Information Center

    Karimzadeh, Nazanin

    2015-01-01

    The present study is about "Investigating the relationship between internet addictions and strengthening students' social skill reinforcement." One of the social elements in all cultures is social skill or ability to communicate with others effectively. One of the factors that affect this skill is addiction to Internet which has recently…

  9. Script Fading for Children with Autism: Generalization of Social Initiation Skills from School to Home

    ERIC Educational Resources Information Center

    Wichnick, Alison Marie

    2013-01-01

    A critical component of teaching social skills to people with autism is the generalization of behavior change across a variety of untrained situations during which social skills are appropriate. The script-fading procedure is an effective technology for teaching social skills to people with autism, but few researchers have established cues in the…

  10. Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers' Interpersonal Skills

    ERIC Educational Resources Information Center

    Boys, Stephanie K.; Quiring, Stephanie Q.; Harris, Evan; Hagan, Carrie A.

    2015-01-01

    Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity…

  11. Models of Emotion Skills and Social Competence in the Head Start Classroom

    ERIC Educational Resources Information Center

    Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.

    2010-01-01

    Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional…

  12. A Programmatic Description of a Social Skills Group for Young Children with Autism

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Dotson, Wesley H.; Oppenheim-Leaf, Misty L.; Sherman, James A.; Sheldon, Jan B.

    2012-01-01

    Deficits in social skills are a common problem for children with autism. One method of developing appropriate social skills in children with autism has been group instruction. To date, however, group instruction has produced mixed results. The purpose of this article is to describe a promising method of teaching social skills to children in small…

  13. Adaptive Virtual Reality Training to Optimize Military Medical Skills Acquisition and Retention.

    PubMed

    Siu, Ka-Chun; Best, Bradley J; Kim, Jong Wook; Oleynikov, Dmitry; Ritter, Frank E

    2016-05-01

    The Department of Defense has pursued the integration of virtual reality simulation into medical training and applications to fulfill the need to train 100,000 military health care personnel annually. Medical personnel transitions, both when entering an operational area and returning to the civilian theater, are characterized by the need to rapidly reacquire skills that are essential but have decayed through disuse or infrequent use. Improved efficiency in reacquiring such skills is critical to avoid the likelihood of mistakes that may result in mortality and morbidity. We focus here on a study testing a theory of how the skills required for minimally invasive surgery for military surgeons are learned and retained. Our adaptive virtual reality surgical training system will incorporate an intelligent mechanism for tracking performance that will recognize skill deficiencies and generate an optimal adaptive training schedule. Our design is modeling skill acquisition based on a skill retention theory. The complexity of appropriate training tasks is adjusted according to the level of retention and/or surgical experience. Based on preliminary work, our system will improve the capability to interactively assess the level of skills learning and decay, optimizes skill relearning across levels of surgical experience, and positively impact skill maintenance. Our system could eventually reduce mortality and morbidity by providing trainees with the reexperience they need to help make a transition between operating theaters. This article reports some data that will support adaptive tutoring of minimally invasive surgery and similar surgical skills. PMID:27168575

  14. Developing Youth's Cultural and Social Skills through a Social-Virtual Curriculum

    ERIC Educational Resources Information Center

    Eteokleous, Nikleia

    2011-01-01

    Purpose: This study seeks to evaluate the application of a social-virtual curriculum delivered through in-classroom and web-based activities, aiming to develop youth's social-cultural skills, cultural competency and multicultural awareness. Specifically, the study evaluates the overall impact of the curriculum to the participating youth's…

  15. Social Anxiety Disorder and Social Skills: A Critical Review of the Literature

    ERIC Educational Resources Information Center

    Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina

    2010-01-01

    The objective of this article is to present a critical analysis of the research outlines used in empirical studies published between the years 2000 and March of 2007 about social anxiety disorder and its associations with social skills. Seventeen papers were identified and grouped into two classes for analysis, namely: Characterization of Social…

  16. Social Anxiety Disorder and Social Skills: A Critical Review of the Literature

    ERIC Educational Resources Information Center

    Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina

    2013-01-01

    The objective of this article is to present a critical analysis of the research outlines used in empirical studies published between the years 2000 and March of 2007 about social anxiety disorder and its associations with social skills. Seventeen papers were identified and grouped into two classes for analysis, namely: Characterization of Social…

  17. Prospective Associations between Friendship Adjustment and Social Strategies: Friendship as a Context for Building Social Skills

    ERIC Educational Resources Information Center

    Glick, Gary C.; Rose, Amanda J.

    2011-01-01

    The proposal that friendships provide a context for the development of social skills is widely accepted. Yet little research exists to support this claim. In the present study, children and adolescents (N = 912) were presented with vignettes in which a friend encountered a social stressor and they could help the friend and vignettes in which they…

  18. Social Skills and Depressive Symptoms across Adolescence: Social Support as a Mediator in Girls versus Boys

    ERIC Educational Resources Information Center

    Nilsen, Wendy; Karevold, Evalill; Roysamb, Espen; Gustavson, Kristin; Mathiesen, Kristin S.

    2013-01-01

    The current population-based study of Norwegian adolescents examined gender-specific patterns in the prospective association between social skills in early adolescence (age 12.5; n = 566) and changes in depressive symptoms from early to late adolescence (age 16.5; n = 375). Further, a potential mediation effect of social support (from peers,…

  19. (Social) Cognitive Skills and Social Information Processing in Children with Mild to Borderline Intellectual Disabilities

    ERIC Educational Resources Information Center

    van Nieuwenhuijzen, M.; Vriens, A.

    2012-01-01

    The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline intellectual disabilities. Respondents were 79…

  20. Effects of a Multimedia Social Skills Program in Increasing Social Responses and Initiations of Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E.

    2015-01-01

    The current study evaluated the effectiveness of Superheroes Social Skills, a multimedia social skills package, in improving social responsiveness and social initiation behaviors of four elementary school children with an autism spectrum disorder (ASD). The program was implemented in a public school setting in the southwestern United States for…

  1. Cultural Adaptation of the Skills Training Model: Assertion Training with American Indians.

    ERIC Educational Resources Information Center

    LaFromboise, Teresa D.; Rowe, Wayne

    A skills training approach provides a conceptual framework from which human services can be provided for the personal and emotional needs of Indian people without the subtle, culturally erosive effect of traditional psychotherapy. Some 30 tribal groups and agencies participated in a cultural adaptation of an assertive coping-skills training…

  2. Three Authentic Curriculum-Integration Approaches to Bird Adaptations That Incorporate Technology and Thinking Skills

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Barrera, Manuel T., III

    2008-01-01

    Integration of subject areas with technology and thinking skills is a way to help teachers cope with today's overloaded curriculum and to help students see the connectedness of different curriculum areas. This study compares three authentic approaches to teaching a science unit on bird adaptations for habitat that integrate thinking skills and…

  3. Social Anxiety and Social Adaptation among Adolescents at Three Age Levels

    ERIC Educational Resources Information Center

    Peleg, Ora

    2012-01-01

    The aim of the study was to examine the relationship between social anxiety and social adaptation among adolescents. This is the first study to research these parameters among three age groups: early, middle and late adolescence. On the whole, a negative relation was found between social anxiety and social adaptation. Specifically, for adolescents…

  4. Mosaicism for the FMR1 gene influences adaptive skills development in fragile X-affected males

    SciTech Connect

    Cohen, I.L.; Sudhalter, V.; Nolin, S.L.

    1996-08-09

    Fragile X syndrome is one of the most common forms of inherited mental retardation, and the first of a new class of genetic disorders associated with expanded trinucleotide repeats. Previously, we found that about 41% of affected males are mosaic for this mutation in that some of their blood cells have an active fragile X gene and others do not. It has been hypothesized that these mosaic cases should show higher levels of functioning than those who have only the inactive full mutation gene, but previous studies have provided negative or equivocal results. In the present study, the cross-sectional development of communication, self-care, socialization, and motor skills was studied in 46 males with fragile X syndrome under age 20 years as a function of two variables: age and the presence or absence of mosaicism. The rate of adaptive skills development was 2-4 times as great in mosaic cases as in full mutation cases. There was also a trend for cases with autism to be more prevalent in the full-mutation group. These results have implications for prognosis, for the utility of gene or protein replacement therapies for this disorder, and for understanding the association between mental retardation, developmental disorders, and fragile X syndrome. 21 refs., 3 figs.

  5. Reading interventions with behavioral and social skill outcomes: a synthesis of research.

    PubMed

    Roberts, Garrett J; Solis, Michael; Ciullo, Stephen; McKenna, John W; Vaughn, Sharon

    2015-01-01

    Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes.

  6. Reading Interventions With Behavioral and Social Skill Outcomes: A Synthesis of Research

    PubMed Central

    Roberts, Garrett J.; Solis, Michael; Ciullo, Stephen; McKenna, John W.; Vaughn, Sharon

    2015-01-01

    Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes. PMID:25548392

  7. The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

    ERIC Educational Resources Information Center

    Wu, Cheng-Hsien; Hursh, Daniel E.; Walls, Richard T.; Stack, Samuel F., Jr.; Lin, I-An

    2012-01-01

    The purpose of the present study was to increase peer interactions of a toddler who is nonnative. A 30-month old boy evidenced social withdrawal when playing at playgrounds. Social skills training served as the intervention to increase social initiations by this participant. Targeted social skills included greeting peers, gesturing to peers,…

  8. Encouraging Social Skill Development through Play in Early Childhood Special Education Classrooms

    ERIC Educational Resources Information Center

    Jamison, Kristen R.; Forston, Lindsay D.; Stanton-Chapman, Tina L.

    2012-01-01

    Social skill acquisition is an essential step in young children's development with lasting implications for the quality of social experiences throughout life. Difficulties with social skill acquisition may be related to delays in physical development, communication methods, and/or social awareness that limit one's ability to progress along a…

  9. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.

    2015-01-01

    Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…

  10. Social Skills of Older People: Conversations in Same- and Mixed-Age Dyads.

    ERIC Educational Resources Information Center

    Vandeputte, Dixie D.; Kemper, Susan; Hummert, Mary Lee; Kemtes, Karen A.; Shaner, Jaye; Segrin, Chris

    1999-01-01

    Finds that self-reported loneliness was not related to depression or social anxiety for either young or older adults, and was not related to young or older adults' social skill as measured by partner attention. Indicates that social anxiety, however, was related to social skill during intergenerational conversations. (SR)

  11. Applications of Technology to Teach Social Skills to Children with Autism

    ERIC Educational Resources Information Center

    DiGennaro Reed, Florence D.; Hyman, Sarah R.; Hirst, Jason M.

    2011-01-01

    Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of…

  12. Psychometric Characteristics of Role-Play Assessments of Social Skill in Schizophrenia

    ERIC Educational Resources Information Center

    Bellack, Alan S.; Brown, Clayton H.; Thomas-Lohrman, Shannon

    2006-01-01

    There is an extensive literature documenting that people with schizophrenia have marked impairments in social role functioning and social skill. One of the most widely employed strategies for assessing social skill has been role-play tests: simulated social interactions that are videotaped for subsequent behavioral coding. There has been…

  13. Adaptability and Life Satisfaction: The Moderating Role of Social Support.

    PubMed

    Zhou, Mi; Lin, Weipeng

    2016-01-01

    The purpose of this study was to investigate the moderating role of social support in the relationship between adaptability and life satisfaction. Data were collected from 99 undergraduate freshmen in a Chinese university using a lagged design with a 1-month interval. Results demonstrated that social support moderated the relation between adaptability and life satisfaction, such that the positive relation between adaptability and life satisfaction was stronger for individuals with higher levels of social support than for individuals with lower levels of social support. The theoretical and practical implications of this result are discussed. PMID:27516753

  14. Adaptability and Life Satisfaction: The Moderating Role of Social Support

    PubMed Central

    Zhou, Mi; Lin, Weipeng

    2016-01-01

    The purpose of this study was to investigate the moderating role of social support in the relationship between adaptability and life satisfaction. Data were collected from 99 undergraduate freshmen in a Chinese university using a lagged design with a 1-month interval. Results demonstrated that social support moderated the relation between adaptability and life satisfaction, such that the positive relation between adaptability and life satisfaction was stronger for individuals with higher levels of social support than for individuals with lower levels of social support. The theoretical and practical implications of this result are discussed. PMID:27516753

  15. Influence of Personal Social Network and Coping Skills on Risk for Suicidal Ideation in Chinese University Students

    PubMed Central

    Tang, Fang; Qin, Ping

    2015-01-01

    Background Personal social network and coping skills have important influences on suicidality of young people and such influences must be understood in the context of other factors. This study aims to assess the influences of social contacts and coping skills on risk for suicidal ideation and to disentangle their possible pathways using a large sample of university students from China. Methods 5972 students, randomly selected from 6 universities in China, completed the questionnaire survey for the study. Logistic regression was performed to estimate individual effect of social contacts and coping skills on risk for suicidal ideation. A partial least squares path model (PLSPM) was used to probe possible paths of their effects in the context of psychopathology. Results Of the 5972 students, 16.39% reported the presence of suicidal ideation. Poor social contacts were significantly associated with an increased risk for suicidal ideation. The influence of coping skills varied by coping styles adapted toward problems. A high score of skills on seeking guidance and support, problem solving as well as seeking alternative rewards was associated with a reduced risk of suicidal ideation; whereas a high score of acceptance or resignation, emotional discharge as well as logical analysis was associated with a significantly increased risk. Modeling the data with PLSPM indicated that the avoidance coping skills conferred the most important dimensional variable in suicidal ideation prediction, followed by the approach coping skills and social network. Conclusions Poor social contacts and deficient coping skills are strong risk factors for suicidal ideation in young students. Prevention program focusing on these problems may have an enduring effect on reducing suicidal behavior in this population. PMID:25803665

  16. The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills

    ERIC Educational Resources Information Center

    Dereli-Iman, Esra

    2014-01-01

    The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education…

  17. Three Adapted Science Skill Builders for Junior and Senior High School Orthopaedically Handicapped Students.

    ERIC Educational Resources Information Center

    Cardullias, Peter J.; And Others

    The study was designed to determine how standard science skill builder activities can be modified or adapted for use by orthopedically handicapped students. Nine secondary level science experiments were selected for initial review and from these, three were selected for adaptation--use of the microscope, use of graduated cylinders, and use of the…

  18. A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School.

    PubMed

    Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Sytema, Sjoerd; de Bildt, Annelies

    2016-09-01

    The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8-13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training.

  19. Bipolar Disorder Affects Behavior and Social Skills on the Internet

    PubMed Central

    Martini, Thaís; Czepielewski, Letícia Sanguinetti; Fijtman, Adam; Sodré, Leonardo; Wollenhaupt-Aguiar, Bianca; Pereira, Caroline Silveira; Vianna-Sulzbach, Mireia; Goi, Pedro D.; Rosa, Adriane Ribeiro; Kapczinski, Flavio; Kunz, Maurício; Kauer-Sant'Anna, Marcia

    2013-01-01

    Background Bipolar disorder (BD) is a significant cause of functional, cognitive, and social impairment. However, classic studies of functioning and social skills have not investigated how BD may impact behavior on the Internet. Given that the digital age has been changing the way people communicate, this study aims to investigate the pattern of Internet use in patients with BD. Methods This cross-sectional study assessed 30 patients with BD I or II and 30 matched controls. Patients were not in an acute mood episode, according to DSM-IV. A standard protocol examined sociodemographic variables and social behavior on the Internet, assessed by Facebook number of friends (FBN) and lifetime estimated number of offline contacts (social network number, SNN). Results SNN (p<0.001) and FBN (p = 0.036) of patients with BD were significantly lower than those of controls. Also, variables related with Internet use were significantly lower in patients, e.g., close contacts on Facebook (p = 0.021), Internet experience (p = 0.020), and knowledge of terms associated with social networking sites (p = 0.042). Also, patients showed lower rates of the expected pattern of Internet use (based on their age generation), including a poorer knowledge of SNS (p = 0.018) and a lower frequency of Internet use (p = 0.010). Discussion This study suggests that patients with BD show smaller social networks both in real-world settings and on the Internet. Also, patients tend to use the Internet and social networking sites less frequently and show a poorer knowledge of Internet and social media than healthy controls, below the expected for their generation. These significant differences between patients and controls suggest that the effects of BD on social relationships and functioning extend to electronic media. PMID:24244541

  20. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    PubMed

    Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

    2016-01-01

    Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed.

  1. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    PubMed

    Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

    2016-01-01

    Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. PMID:26852279

  2. Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

    PubMed

    Caemmerer, Jacqueline M; Keith, Timothy Z

    2015-08-01

    Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. PMID:26270272

  3. Superheroes Social Skills: A Study Examining the Effects of Using an Evidence-Based Approach to Teach Social Skills to Children with High-Incidence Disabilities

    ERIC Educational Resources Information Center

    Hood, Julia Ann Kelly

    2011-01-01

    The current study evaluated the use of a manualized social skills program, Superheroes Social Skills, to increase the use of prosocial behaviors and decrease the use of aggressive behaviors for children with externalizing behaviors. The training was implemented by a school psychologist in a pullout group with four children with high-incidence…

  4. Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons across Elementary and Secondary Age Levels

    ERIC Educational Resources Information Center

    Gresham, Frank M.; Elliott, Stephen N.; Vance, Michael J.; Cook, Clayton R.

    2011-01-01

    This study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent, and student) for elementary- and secondary-aged students. A detailed comparison of these two…

  5. Base Rates of Social Skills Acquisition/Performance Deficits, Strengths, and Problem Behaviors: An Analysis of the Social Skills Improvement System-Rating Scales

    ERIC Educational Resources Information Center

    Gresham, Frank M.; Elliott, Stephen N.; Kettler, Ryan J.

    2010-01-01

    Base rate information is important in clinical assessment because one cannot know how unusual or typical a phenomenon is without first knowing its base rate in the population. This study empirically determined the base rates of social skills acquisition and performance deficits, social skills strengths, and problem behaviors using a nationally…

  6. Adaptation of Professional Skills in the Unit Operations Laboratory

    ERIC Educational Resources Information Center

    Rende, Deniz; Rende, Sevinc; Baysal, Nihat

    2012-01-01

    We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

  7. Evaluating AIDS-Related Social Skills in Anglo and Latino Adolescents: Focus on Assessment.

    ERIC Educational Resources Information Center

    Blumberg, Elaine J.; Hovell, Melbourne F.; Werner, Cynthia A.; Kelley, Norma J.; Sipan, Carol L.; Burkham, Susan M.; Hofstetter, C. Richard

    1997-01-01

    Examines the assessment of AIDS-related social skills (measured by role play) in Anglo and Latino Adolescents (N=383) and explores ethnic and gender differences on these skills. Results indicate that anxiety and nonverbal behavior are generalized response classes that transcend specific social skills, suggesting the importance of measuring…

  8. An Observation Tool for Monitoring Social Skill Implementation in Contextually Relevant Environments

    ERIC Educational Resources Information Center

    Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine

    2015-01-01

    Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

  9. A Phenomenological Exploration of Children's Experiences in a Social Skills Group

    ERIC Educational Resources Information Center

    Ware, Jenifer N.; Ohrt, Jonathan H.; Swank, Jacqueline M.

    2012-01-01

    This phenomenological study explored the perspectives of 6 children who participated in a social skills group. The children were identified as having significant social skills delays and 4 of the children had a disorder on the autism spectrum. Seven themes emerged: mutual acceptance and support, improved interpersonal skills, positive feelings…

  10. Financial Management and Job Social Skills Training Components in a Summer Business Institute

    ERIC Educational Resources Information Center

    Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

    2005-01-01

    Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were…

  11. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    ERIC Educational Resources Information Center

    Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

    2013-01-01

    Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

  12. Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

    ERIC Educational Resources Information Center

    McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl

    2009-01-01

    Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically…

  13. Developing Social Skills in Children Who Have Disabilities through the Use of Social Stories and Visual Supports

    ERIC Educational Resources Information Center

    Fisher, Kristi; Haufe, Theresa

    2009-01-01

    The purpose of this action research project was to improve the social skills of eight preschool students and four first grade and second grade students through the use of Social Stories and visual supports to create a more positive learning environment. The teacher researchers wanted to increase the social skills of students who had been diagnosed…

  14. [Adaptation and Neurosciences II: Biological, Psychological and Social Adaptation, and Psychopathology].

    PubMed

    Desseilles, Martin

    2016-01-01

    In this article, we address adaptation in relation to the neurosciences. Adaptation is examined at the individual as well as various environmental levels: biological, psychological, and social. We then briefly discuss, from a neuroscientific perspective, the concept of adaptation in relation to psychopathology, including attachment theory and the third wave of cognitive-behavioral therapies. PMID:27570964

  15. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

    PubMed Central

    2014-01-01

    Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of

  16. Functioning of Social Skills from Middle Childhood to Early Adolescence in Hungary

    ERIC Educational Resources Information Center

    Zsolnai, Anikó; Kasik, László

    2014-01-01

    The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early adolescence. The sample consisted of 7-, 9-, and 11-year-old Hungarian students (N = 1398). Based on…

  17. Developing Social Skills of Students with Additional Needs within the Context of the Australian Curriculum

    ERIC Educational Resources Information Center

    Davies, Michael; Cooper, Greta; Kettler, Ryan J.; Elliott, Stephen N.

    2015-01-01

    Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and…

  18. Benefits General Education Students Receive from Inclusion Classes and Social Skills Training Groups

    ERIC Educational Resources Information Center

    Elliott, Denise Marie

    2012-01-01

    Social inclusion has become an increasingly relevant issue in public school education during the past several years. Differences between social skills in students who were educated in inclusion elementary school classrooms and those who were not placed in inclusion classrooms were examined. Teachers were asked to rate the social skills of students…

  19. Group Social Skills Interventions for Adults with High-Functioning Autism Spectrum Disorders: A Systematic Review

    ERIC Educational Resources Information Center

    Spain, Debbie; Blainey, Sarah H.

    2015-01-01

    Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with…

  20. Social Skills Assessment in Young Children with Autism: A Comparison Evaluation of the SSRS and PKBS

    ERIC Educational Resources Information Center

    Wang, Hui-Ting; Sandall, Susan R.; Davis, Carol A.; Thomas, Carnot James

    2011-01-01

    Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two…

  1. Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) Primary Version

    ERIC Educational Resources Information Center

    DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

    2015-01-01

    A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured…

  2. The Effects of the Parenting Styles on Social Skills of Children Aged 5-6

    ERIC Educational Resources Information Center

    Kol, Suat

    2016-01-01

    The purpose of this study is to determine the effects of the parenting styles on social skills of children aged 5-6. The problem sentence of the research is; Do the parenting styles' have any effects on social skills of children aged 5-6?. The sub-problems of the research are in the form as; Does the social skills of children aged 5-6 differs from…

  3. Adapting Behavioral Interventions for Social Media Delivery

    PubMed Central

    Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L

    2016-01-01

    Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals—a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality. PMID:26825969

  4. Adapting Behavioral Interventions for Social Media Delivery.

    PubMed

    Pagoto, Sherry; Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L

    2016-01-29

    Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals--a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality.

  5. Political Skill and Work Attitudes: A Comparison of Multiple Social Effectiveness Constructs.

    PubMed

    Banister, Christina M; Meriac, John P

    2015-01-01

    In the realm of social effectiveness constructs, political skill has seen increased attention as a predictor of work performance and attitudes. However, the extent that political skill is distinct from related variables in this area remains an important question. The current study examined the proportion of variance explained by political skill in job satisfaction and turnover intentions above and beyond other social effectiveness variables (i.e., social intelligence, emotional intelligence, agreeableness, and conscientiousness). Results indicated that political skill was the strongest predictor of these outcomes, and explained a significant proportion of variance in them, beyond the other four social effectiveness constructs. PMID:25425484

  6. Comparing the Social Skills of Students Addicted to Computer Games with Normal Students

    PubMed Central

    Zamani, Eshrat; Kheradmand, Ali; Cheshmi, Maliheh; Abedi, Ahmad; Hedayati, Nasim

    2010-01-01

    Background This study aimed to investigate and compare the social skills of studentsaddicted to computer games with normal students. The dependentvariable in the present study is the social skills. Methods The study population included all the students in the second grade ofpublic secondary school in the city of Isfahan at the educational year of2009-2010. The sample size included 564 students selected using thecluster random sampling method. Data collection was conducted usingQuestionnaire of Addiction to Computer Games and Social SkillsQuestionnaire (The Teenage Inventory of Social Skill or TISS). Findings The results of the study showed that generally, there was a significantdifference between the social skills of students addicted to computer gamesand normal students. In addition, the results indicated that normal studentshad a higher level of social skills in comparison with students addicted tocomputer games. Conclusion As the study results showed, addiction to computer games may affectthe quality and quantity of social skills. In other words, the higher theaddiction to computer games, the less the social skills. The individualsaddicted to computer games have less social skills.). PMID:24494102

  7. "Play Skills" for Shy Children: Development of a "Social Skills Facilitated Play" Early Intervention Program for Extremely Inhibited Preschoolers

    ERIC Educational Resources Information Center

    Coplan, Robert J.; Schneider, Barry H.; Matheson, Adrienne; Graham, Allison

    2010-01-01

    The aim of the present study was to develop and provide a preliminary evaluation of a social-skills-based early intervention program specifically designed to assist extremely inhibited preschoolers. Participants were a sample of n = 522 extremely inhibited preschool-aged children, who were randomly assigned to either the "Social Skills…

  8. The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

    ERIC Educational Resources Information Center

    Gül, Seray Olçay

    2016-01-01

    There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with…

  9. The social skills and attachment to dogs of children with autism spectrum disorder.

    PubMed

    Carlisle, Gretchen K

    2015-05-01

    Children with Autism Spectrum Disorder (ASD) have deficits in social skills, and interaction with service dogs has been associated with increased social skills for children with ASD. In this telephone survey of 70 parents of children with ASD, children owning dogs had greater Mean scores for social skills, using the Social Skills Improvement System Rating Scale, while those with some type of pet (not excluding dogs) had significantly greater skills for subscale item "assertion". Parents described their children as attached to their dogs. Children owning dogs completed the Companion Animal Bonding Scale, and reported strong bonding with dogs. These findings suggest children with ASD may bond with their dogs, and pet ownership may be associated with increased social skills.

  10. Emergent fields through adaptation and identity: overcoming social distance

    NASA Astrophysics Data System (ADS)

    Degennaro, Donna; Brown, Tiffany

    2009-03-01

    We examine the inseparability of one's environment with the elements of adaptation and identity. Specifically, we revisit the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding, but also naturally in constant flux as they interact with each other. Contrary to nature, however, the social distance between the instructors and learners is the result of a human construct that often hinders adaptation and identity development. We address the factors that afforded participants overcoming social distance and ultimately cultivating a shift in the learning structure of Project H.O.M.E.

  11. Increasing Social Skills and Pro-Social Behavior for Three Children Diagnosed with Autism through the Use of a Teaching Package

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Taubman, Mitchell; Bloomfield, Stephanie; Palos-Rafuse, Letty; Leaf, Ron; McEachin, John; Misty L. Oppenheim

    2009-01-01

    This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between…

  12. Evaluation of a social skills program based on social learning theory, implemented in a school setting.

    PubMed

    Sheridan, Beth A; MacDonald, Douglas A; Donlon, Mark; Kuhn, Beth; McGovern, Katie; Friedman, Harris

    2011-04-01

    Using a sample of 647 Canadian children in kindergarten to Grade 3 (325 boys, 322 girls), the present study evaluated the perceived effectiveness of Skillstreaming (McGinnis & Goldstein, 2003), a widely known social skills program implemented to target the development of four skill sets, i.e., listening, following directions, problem-solving, and knowing when to tell. Results indicated significant postprogram improvements in all skills as well as in ratings of overall prosociality obtained from both classroom teachers and mental health staff, with medium to large effect sizes obtained from teachers' and mental health professionals' ratings, respectively. Additional analyses yielded significant but weak moderator effects of grade and preprogram prosocial functioning for teacher ratings but no consistent moderator effects for children's sex or school location (i.e., urban versus rural) regardless of rater. PMID:21675558

  13. Improve Problem Solving Skills through Adapting Programming Tools

    NASA Technical Reports Server (NTRS)

    Shaykhian, Linda H.; Shaykhian, Gholam Ali

    2007-01-01

    There are numerous ways for engineers and students to become better problem-solvers. The use of command line and visual programming tools can help to model a problem and formulate a solution through visualization. The analysis of problem attributes and constraints provide insight into the scope and complexity of the problem. The visualization aspect of the problem-solving approach tends to make students and engineers more systematic in their thought process and help them catch errors before proceeding too far in the wrong direction. The problem-solver identifies and defines important terms, variables, rules, and procedures required for solving a problem. Every step required to construct the problem solution can be defined in program commands that produce intermediate output. This paper advocates improved problem solving skills through using a programming tool. MatLab created by MathWorks, is an interactive numerical computing environment and programming language. It is a matrix-based system that easily lends itself to matrix manipulation, and plotting of functions and data. MatLab can be used as an interactive command line or a sequence of commands that can be saved in a file as a script or named functions. Prior programming experience is not required to use MatLab commands. The GNU Octave, part of the GNU project, a free computer program for performing numerical computations, is comparable to MatLab. MatLab visual and command programming are presented here.

  14. Governance of social dilemmas in climate change adaptation

    NASA Astrophysics Data System (ADS)

    Bisaro, Alexander; Hinkel, Jochen

    2016-04-01

    In the field of adaptation governance research, current discussion on the barriers to adaptation shows that theoretical explanations for why institutions emerge and how they enable or constrain adaptation are underdeveloped. In this Perspective, we show that there is a significant opportunity to advance the understanding of adaptation governance by integrating insights that have been developed in the extensive commons literature on the institutions that work to overcome social conflicts or dilemmas. 'Realist-materialist' approaches to understanding such collective action are particularly valuable to adaptation governance research because they emphasize how biophysical conditions give rise to certain types of social dilemma. Climate change affects these biophysical conditions, and thus may alter dilemmas or create new ones. Based on realist-materialist reasoning, this Perspective describes six types of dilemma, illustrates each with a case from the adaptation literature and draws on insights from the commons literature regarding relevant contextual conditions and effective policy instruments for overcoming social dilemmas. The dilemma types provide entry points for rigorous comparative adaptation research to deepen understanding of how context influences adaptation governance processes.

  15. Understanding How Social and Emotional Skill Deficits Contribute to School Failure

    ERIC Educational Resources Information Center

    Whitted, Kathryn S.

    2011-01-01

    A growing number of children are entering kindergarten without the skills that enable them to be successful in an academic setting. However, it is not children's cognitive skills that concern educators; it is their social and emotional skill deficits that are most troublesome. This article discusses how family and community risk factors can…

  16. Social Validation of the New England Center for Children-Core Skills Assessment

    ERIC Educational Resources Information Center

    Dickson, Chata A.; MacDonald, Rebecca P. F.; Mansfield, Renee; Guilhardi, Paulo; Johnson, Cammarie; Ahearn, William H.

    2014-01-01

    We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of…

  17. Social Skills Training for Taiwanese Students at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Wu, Chiu-yen; Lo, Ya-yu; Feng, Hua; Lo, Yafen

    2010-01-01

    Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in…

  18. The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

    ERIC Educational Resources Information Center

    Roessger, Kevin M.

    2014-01-01

    In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates…

  19. Adaptive management of social-ecological systems: the path forward

    USGS Publications Warehouse

    Allen, Craig R.

    2015-01-01

    Adaptive management remains at the forefront of environmental management nearly 40 years after its original conception, largely because we have yet to develop other methodologies that offer the same promise. Despite the criticisms of adaptive management and the numerous failed attempts to implement it, adaptive management has yet to be replaced with a better alternative. The concept persists because it is simple, allows action despite uncertainty, and fosters learning. Moving forward, adaptive management of social-ecological systems provides policymakers, managers and scientists a powerful tool for managing for resilience in the face of uncertainty.

  20. Adapting the Helpful Responses Questionnaire to assess communication skills involved in delivering contingency management: Preliminary psychometrics

    PubMed Central

    Hartzler, Bryan

    2015-01-01

    A paper/pencil instrument, adapted from Miller and colleagues’ (1991) Helpful Responses Questionnaire (HRQ), was developed to assess clinician skill with core communicative aspects involved in delivering contingency management (CM). The instrument presents a single vignette consisting of six points of client dialogue to which respondents write ‘what they would say next.’ In the context of an implementation/effectiveness hybrid trial, 19 staff clinicians at an opiate treatment program completed serial training outcome assessments before, following, and three months after CM training. Assessments included this adaptation of the HRQ, a multiple-choice CM knowledge test, and a recorded standardized patient encounter scored for CM skillfulness. Study results reveal promising psychometric properties for the instrument, including strong scoring reliability, internal consistency, concurrent and predictive validity, test-retest reliability and sensitivity to training effects. These preliminary findings suggest the instrument is a viable, practical method to assess clinician skill in communicative aspects of CM delivery. PMID:25770870

  1. Teaching social play skills to adults and children with autism as an approach to building rapport.

    PubMed

    Shireman, Molly L; Lerman, Dorothea C; Hillman, Conrad B

    2016-09-01

    Adults with autism spectrum disorder (ASD) and no intellectual disabilities were taught to increase the social play skills of children with ASD as part of a vocational training program. Participants included 3 adults, aged 21 to 27 years, and 6 children with ASD. Probes conducted throughout the study evaluated whether play skills training affected a measure of rapport between the adult and child. Results demonstrated the effectiveness of behavioral skills training for teaching the adult participants the appropriate play skills. In addition, the children's social engagement increased. Finally, rapport probes showed that play skills training increased levels of proximity, our measure of rapport, between the adults and children.

  2. Fostering Social and Emotional Skills for Well-Being and Social Progress

    ERIC Educational Resources Information Center

    Miyamoto, Koji; Huerta, Maria C.; Kubacka, Katarzyna

    2015-01-01

    Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to…

  3. Social Skills Training in Natural Play Settings: Educating through the Physical Theory to Practice

    ERIC Educational Resources Information Center

    Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan

    2012-01-01

    Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

  4. Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Spivey, Corrine E.; Mechling, Linda C.

    2016-01-01

    This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

  5. Social Skills Training for Adolescents with Asperger's Syndrome Using a Consultation Model

    ERIC Educational Resources Information Center

    Minihan, Aileen; Kinsella, William; Honan, Rita

    2011-01-01

    A case study design was used to evaluate the effectiveness of behavioural consultation as a method for improving the social skills of adolescents with Asperger's syndrome. Two case studies were conducted. In each study, two teachers implemented a social skills programme with two to three adolescents with Asperger's syndrome in a group setting with…

  6. An Afrocentric Approach to Group Social Skills Training with Inner-City African-American Adolescents.

    ERIC Educational Resources Information Center

    Banks, Reginald; And Others

    Social Skills Training (SST) has become a popular and effective means of prevention and intervention with adolescent populations exhibiting behavioral difficulties. Early in their development many African-American youth are exposed to homicide, crime, and interpersonal violence. The acquisition of social skills is critical to the development of…

  7. Validation of the Emotion Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Butterworth, Thomas W.; Hodge, M. Antoinette; Sofronoff, Kate; Beaumont, Renae; Gray, Kylie M.; Roberts, Jacqueline; Horstead, Siân K.; Clarke, Kristina S.; Howlin, Patricia; Taffe, John R.; Einfeld, Stewart L.

    2014-01-01

    The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years…

  8. Reciprocal Relations between Student-Teacher Conflict, Children's Social Skills and Externalizing Behavior

    ERIC Educational Resources Information Center

    Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars

    2015-01-01

    Research suggests that the relation between student-teacher conflict and children's externalizing behavior might be reciprocal, and possibly also between student-teacher conflict and children's social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these…

  9. Encouraging Connections: Integrating Expressive Art and Drama into Therapeutic Social Skills Training with Adolescents

    ERIC Educational Resources Information Center

    Lenz, A. Stephen; Holman, Rachel L.; Dominguez, Denise L.

    2010-01-01

    The effective use of social skills has been positively associated with career success, romantic involvement, academic achievement, and mood. In response, counselors often integrate social skills training into counseling interventions with adolescents to encourage authentic and effective interactions with others. We illustrate some therapeutic…

  10. A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

    ERIC Educational Resources Information Center

    Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

    2009-01-01

    Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

  11. Developing Preschoolers' Social Skills through Cross-Cultural Physical Education Intervention

    ERIC Educational Resources Information Center

    Tsangaridou, Niki; Zachopoulou, Evridiki; Liukkonen, Jarmo; Gråstén, Arto; Kokkonen, Marja

    2014-01-01

    The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC ("Early Steps" Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents…

  12. The Teenage Inventory of Social Skills: Reliability and Validity of the Spanish Translation.

    ERIC Educational Resources Information Center

    Ingles, Candido J.; Hidalgo, Maria D.; Mendez, F. Xavier; Inderbitzen, Heidi, M.

    2003-01-01

    Peer relationships play a critical role in the development of social skills and personal feelings essential for personal growth. The Teenage Inventory of Social Skills is a self-report designed exclusively to reflect behaviors functionally related to peer acceptance in adolescence. The aim of the present work was to determine the reliability and…

  13. Effects of Fair Play Instruction on Student Social Skills during a Middle School Sport Education Unit

    ERIC Educational Resources Information Center

    Vidoni, Carla; Ward, Philip

    2009-01-01

    Background: Research on social skills in physical education has shown that students' fair play behaviors remain underdeveloped unless teachers include social skills instruction into the curriculum. Fair play behaviors are learned behaviors that are specific to the context of physical education and sport, and may generalize to other settings. One…

  14. Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

    ERIC Educational Resources Information Center

    Stephens, Derk; Jain, Sachin; Kim, Kioh

    2010-01-01

    This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

  15. Teacher Effects on Social and Behavioral Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Jennings, Jennifer L.; DiPrete, Thomas A.

    2010-01-01

    Although many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers' effects on these outcomes. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors estimate teacher effects on social and behavioral skills as well…

  16. Social Skills as a Mediator between Anxiety Symptoms and Peer Interactions among Children and Adolescents

    ERIC Educational Resources Information Center

    Motoca, Luci M.; Williams, Sandra; Silverman, Wendy K.

    2012-01-01

    The present study used a cross-sectional design to examine the relations among youth anxiety symptoms, positive and negative peer interactions, and social skills. Also examined was the mediating role of social skills in the relations between youth anxiety symptoms and positive and negative peer interactions. Youth sex and age were examined as…

  17. Building a Caring, Cooperative Classroom: Integrating Social Skills through the Language Curriculum. Second Edition.

    ERIC Educational Resources Information Center

    Bellanca, James

    Intended for teachers working to improve social skills for young children K-3 who are moving from the self-centered period of early childhood into the other-centered world of the classroom, this book presents a curriculum of social skills, a teaching methodology, and specific lessons drawn from the experience of classroom teachers. The book is…

  18. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication" subtest of the…

  19. The Effects of Assertiveness Training on Enhancing the Social Skills of Adolescents with Visual Impairments.

    ERIC Educational Resources Information Center

    Kim, Young-il

    2003-01-01

    A study of the effects of assertiveness training to enhance the social/assertiveness skills of 36 adolescents with visual impairments found that parents, the students, teachers, and observers judged the adolescents' social skills differently. However, the training did have some specific effect on increasing assertiveness. (Contains references.)…

  20. Social Skills Training for Behavior Disordered Students: A Meta-Behavioral Model.

    ERIC Educational Resources Information Center

    Svec, Henry; Bechard, Joseph

    The paper proposes a model which combines traditional metacognitive explanations for the acquisition of social skills in behaviorally disordered adolescents with situationally specific environment variables. Research is reported suggesting that newly learned social skills may not generalize to a wider variety of real life situations because social…

  1. Social Skills Deficits in Autism: A Study among Students with Austim Spectrum Disorder in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Yeo, Kee Jiar; Teng, Kie Yin

    2015-01-01

    Students with Autism Spectrum Disorder (ASD) who lack of social skills have been hindered from being included in IE classrooms. The purpose of this study was to identify the most frequently occurring social skills deficits area among students with ASD in IE classrooms so that the mainstream teachers will be ready and well prepared to cater to…

  2. Development of a Learning Model for Enhancing Social Skills on Elementary Students

    ERIC Educational Resources Information Center

    Traisorn, Rattanaporn; Soonthornrojana, Wimonrat; Chano, Jiraporn

    2015-01-01

    The goals of this study were: 1) to study the situation, problems and needs for a learning model to enhance the social skills of sixth grade students; 2) to develop a learning model that would address those needs; 3) to study the effectiveness of that learning model; 4) to compare performance on pretests and posttests of social skills; and 5) to…

  3. The Effects of a Buddy Skills Package on Preschool Children's Social Interactions and Play

    ERIC Educational Resources Information Center

    Hughett, Kristy; Kohler, Frank W.; Raschke, Donna

    2013-01-01

    The purpose of this study was to examine the impact of a buddy skills package on the social and play interactions between three preschoolers with developmental delays and their peers. Each child participated in sociodramatic play activities with two peers who exhibited age-appropriate social and play skills. Following baseline, the children…

  4. An Examination of the Factor Structure of the Social Skills Rating System Parent Elementary Form

    ERIC Educational Resources Information Center

    Whiteside, Stephen P.; McCarthy, Denis M.; Miller, Joshua D.

    2007-01-01

    Although previous studies have questioned the factor structure of the Social Skills Rating System (SSRS), it continues to be one of the most prominent measures used to assess child social skills. Previous examinations of the SSRS have been conducted on samples that differ demographically from the standardization sample. The present study presents…

  5. New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students.

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; Malecki, Christine K.; Demaray, Michelle K.

    2001-01-01

    This article emphasizes the assessment and intervention of the academic side of social skills in elementary and middle schools students. It examines the role that social skills play in facilitating learning and the creation of a positive school environment. An instructional approach called the responsive classroom is highlighted. (Contains…

  6. The Developmental Sequence of Social-Communicative Skills in Young Children with Autism: A Longitudinal Study

    ERIC Educational Resources Information Center

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-01-01

    To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them…

  7. An Investigation of Social Skills in Children with Different Perfectionism Levels

    ERIC Educational Resources Information Center

    Arslan, Emel

    2011-01-01

    The purpose of this study is to analyze social skills in children with different perfectionism. The participants were 514 (254 females and 260 males) elementary school students. Data were collected from "multidimensional perfectionism scale" and "Matson evaluation of social skills with youngsters". In order to analyze data, t test were employed.…

  8. Increasing Social Skills of Elementary School Students through the Use of Literature and Role Playing

    ERIC Educational Resources Information Center

    Awbrey, Colleen; Longo, Amy; Lynd, Amanda; Payne, Colleen

    2008-01-01

    Four teacher researchers focused on the lack of students' proper social skills for this action research project report. In the classes of four teacher researchers, the students were coming to school lacking proper social skills. Because of this, teachers were spending time allocated for the curriculum, on discipline and the instruction of social…

  9. Is There Evidence to Support the Use of Social Skills Interventions for Students with Emotional Disabilities?

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Sadeh, Shanna S.

    2014-01-01

    Scholars and practitioners advocate for the use of social skills interventions for students with emotional disabilities because significant social skills deficits are common among these students. Yet contemporary practices must be vetted for empirical evidence of their efficacy and effectiveness to ensure students are provided appropriate…

  10. Social Skills: Differences among Adults with Intellectual Disabilities, Co-Morbid Autism Spectrum Disorders and Epilepsy

    ERIC Educational Resources Information Center

    Smith, Kimberly R. M.; Matson, Johnny L.

    2010-01-01

    Assessing social skills is one of the most complex and challenging areas to study because behavioral repertoires vary depending on an individual's culture and context. However, researchers have conclusively demonstrated that individuals with intellectual disabilities (ID) have impaired social skills as well as those with co-morbid autism spectrum…

  11. The training and generalization of social interaction skills with autistic youth.

    PubMed Central

    Gaylord-Ross, R J; Haring, T G; Breen, C; Pitts-Conway, V

    1984-01-01

    Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other non-handicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized. PMID:6735954

  12. Adaptive Politics, Social Learning, and Military Institutions.

    ERIC Educational Resources Information Center

    Bobrow, Davis B.

    Rates and forms of change in post-industrial societies will increasingly test the viability of democratic political systems. Social learning must become faster and more powerful as the deadline on political demands becomes shorter and the complexity and variety of demands become greater. The military can play an almost uniquely helpful role in…

  13. Changing Rural Social Systems: Adaptation and Survival.

    ERIC Educational Resources Information Center

    Johnson, Nan E., Ed.; Wang, Ching-li, Ed.

    This book includes studies of globalization-related social changes in rural areas of the United States and other countries and implications of these studies for sociological theory. Although no chapter focuses exclusively on education, education-related themes include rural school dropouts and intergenerational poverty, the migration of rural…

  14. Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder.

    PubMed

    Rankin, James A; Weber, Rebecca J; Kang, Erin; Lerner, Matthew D

    2016-01-01

    While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals' and families' beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. PMID:26329638

  15. The developmental sequence of social-communicative skills in young children with autism: a longitudinal study.

    PubMed

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-05-01

    To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different.

  16. Social Skills Instruction Carried out by Teachers Working at Private Special Education Institutions in Turkey

    ERIC Educational Resources Information Center

    Uysal, Ayten; Ergenekon, Yasemin

    2010-01-01

    As social beings, humans have to learn social behaviors, too. The social behavior repertoire is increased by learning, and is affected by any factors that may impact learning. Individuals with developmental disabilities need systematic teaching in order to acquire social skills (SS) in natural settings. Via SS instruction, SS are taught to…

  17. Relationship between Social Class and Racial Prejudice on Home Management Skills among Black Americans.

    ERIC Educational Resources Information Center

    Wilson, Catherine Walker

    The relationship of social class and racial prejudice to the home management skills of black Americans was the focus of this study. A questionnaire (a copy of which appears in an appendix) was used to interview a sample of 100 people divided into four subgroups: low social class blacks, low social class whites, middle social class blacks, and…

  18. Predicting Treatment Success in Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA Program for the Education and Enrichment of Relational Skills

    ERIC Educational Resources Information Center

    Chang, Ya-Chih; Laugeson, Elizabeth A.; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R.

    2014-01-01

    This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The…

  19. Prospective associations between friendship adjustment and social strategies: friendship as a context for building social skills.

    PubMed

    Glick, Gary C; Rose, Amanda J

    2011-07-01

    The proposal that friendships provide a context for the development of social skills is widely accepted. Yet little research exists to support this claim. In the present study, children and adolescents (N = 912) were presented with vignettes in which a friend encountered a social stressor and they could help the friend and vignettes in which they encountered a stressor and could seek help from the friend. Social strategies in response to these vignettes were assessed in the fall and spring of the school year. Different indicators of friendship adjustment had unique effects on youths' strategies in response to helping tasks. Whereas having more friends predicted decreases in avoidant or hostile strategies, having high-quality friendships predicted emotionally engaged strategies that involved talking about the problem. Moreover, whereas having more friends predicted increases in relatively disengaged strategies, like distraction and acting like the problem never happened, having high-quality friendships predicted decreases in these strategies. The present study also tested whether youths' strategies in the fall predicted changes in friendship adjustment by the spring. Only strategies which may be seen as major friendship transgressions (i.e., avoiding or blaming the friend when the friend encounters a problem) predicted changes in friendship over time. Collectively, these results provide important new information on the interplay between social competencies and friendship experiences and suggest that friendships may provide a critical venue for the development of important relationship skills.

  20. Confronting socially generated uncertainty in adaptive management.

    PubMed

    Tyre, Andrew J; Michaels, Sarah

    2011-05-01

    As more and more organizations with responsibility for natural resource management adopt adaptive management as the rubric in which they wish to operate, it becomes increasingly important to consider the sources of uncertainty inherent in their endeavors. Without recognizing that uncertainty originates both in the natural world and in human undertakings, efforts to manage adaptively at the least will prove frustrating and at the worst will prove damaging to the very natural resources that are the management targets. There will be more surprises and those surprises potentially may prove at the very least unwanted and at the worst devastating. We illustrate how acknowledging uncertainty associated with the natural world is necessary but not sufficient to avoid surprise using case studies of efforts to manage three wildlife species; Hector's Dolphins, American Alligators and Pallid Sturgeon. Three characteristics of indeterminism are salient to all of them; non-stationarity, irreducibility and an inability to define objective probabilities. As an antidote, we recommend employing a holistic treatment of indeterminism, that includes recognizing that uncertainty originates in ecological systems and in how people perceive, interact and decide about the natural world of which they are integral players. PMID:20965642

  1. Integration of Basic Skills into Social Studies Content.

    ERIC Educational Resources Information Center

    Lunstrum, John P.; Irvin, Judith L.

    1981-01-01

    A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…

  2. Treating Adaptive Living Skills of Persons with Autism Using Applied Behavior Analysis: A Review

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Hattier, Megan A.; Belva, Brian

    2012-01-01

    Work, self-help, leisure, and hygiene skill deficits are often associated with Autistic Disorder, a neurodevelopmental disorder characterized by pervasive impairments in socialization, communication, and repetitive and restricted behaviors or interests. A number of interventions have been established to assist individuals with these impairments.…

  3. Social Networking Adapted for Distributed Scientific Collaboration

    NASA Technical Reports Server (NTRS)

    Karimabadi, Homa

    2012-01-01

    Share is a social networking site with novel, specially designed feature sets to enable simultaneous remote collaboration and sharing of large data sets among scientists. The site will include not only the standard features found on popular consumer-oriented social networking sites such as Facebook and Myspace, but also a number of powerful tools to extend its functionality to a science collaboration site. A Virtual Observatory is a promising technology for making data accessible from various missions and instruments through a Web browser. Sci-Share augments services provided by Virtual Observatories by enabling distributed collaboration and sharing of downloaded and/or processed data among scientists. This will, in turn, increase science returns from NASA missions. Sci-Share also enables better utilization of NASA s high-performance computing resources by providing an easy and central mechanism to access and share large files on users space or those saved on mass storage. The most common means of remote scientific collaboration today remains the trio of e-mail for electronic communication, FTP for file sharing, and personalized Web sites for dissemination of papers and research results. Each of these tools has well-known limitations. Sci-Share transforms the social networking paradigm into a scientific collaboration environment by offering powerful tools for cooperative discourse and digital content sharing. Sci-Share differentiates itself by serving as an online repository for users digital content with the following unique features: a) Sharing of any file type, any size, from anywhere; b) Creation of projects and groups for controlled sharing; c) Module for sharing files on HPC (High Performance Computing) sites; d) Universal accessibility of staged files as embedded links on other sites (e.g. Facebook) and tools (e.g. e-mail); e) Drag-and-drop transfer of large files, replacing awkward e-mail attachments (and file size limitations); f) Enterprise-level data and

  4. Using a Multimedia Social Skills Intervention to Increase Social Engagement of Young Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Radley, Keith C.; Jenson, William R.; Clark, Elaine; Hood, Julia A.; Nicholas, Peter

    2014-01-01

    Children with autism spectrum disorder (ASD) display impairments in social interactions and communication that appear at early ages. Fewer social engagements of children with ASD with peers often lead to long-term negative outcomes, such as social isolation and restricted language and cognitive skills. Although there is a clear need for social…

  5. Adaptive comanagement for building resilience in social-ecological systems.

    PubMed

    Olsson, Per; Folke, Carl; Berkes, Fikret

    2004-07-01

    Ecosystems are complex adaptive systems that require flexible governance with the ability to respond to environmental feedback. We present, through examples from Sweden and Canada, the development of adaptive comanagement systems, showing how local groups self-organize, learn, and actively adapt to and shape change with social networks that connect institutions and organizations across levels and scales and that facilitate information flows. The development took place through a sequence of responses to environmental events that widened the scope of local management from a particular issue or resource to a broad set of issues related to ecosystem processes across scales and from individual actors, to group of actors to multiple-actor processes. The results suggest that the institutional and organizational landscapes should be approached as carefully as the ecological in order to clarify features that contribute to the resilience of social-ecological systems. These include the following: vision, leadership, and trust; enabling legislation that creates social space for ecosystem management; funds for responding to environmental change and for remedial action; capacity for monitoring and responding to environmental feedback; information flow through social networks; the combination of various sources of information and knowledge; and sense-making and arenas of collaborative learning for ecosystem management. We propose that the self-organizing process of adaptive comanagement development, facilitated by rules and incentives of higher levels, has the potential to expand desirable stability domains of a region and make social-ecological systems more robust to change. PMID:15383875

  6. Adoption: biological and social processes linked to adaptation.

    PubMed

    Grotevant, Harold D; McDermott, Jennifer M

    2014-01-01

    Children join adoptive families through domestic adoption from the public child welfare system, infant adoption through private agencies, and international adoption. Each pathway presents distinctive developmental opportunities and challenges. Adopted children are at higher risk than the general population for problems with adaptation, especially externalizing, internalizing, and attention problems. This review moves beyond the field's emphasis on adoptee-nonadoptee differences to highlight biological and social processes that affect adaptation of adoptees across time. The experience of stress, whether prenatal, postnatal/preadoption, or during the adoption transition, can have significant impacts on the developing neuroendocrine system. These effects can contribute to problems with physical growth, brain development, and sleep, activating cascading effects on social, emotional, and cognitive development. Family processes involving contact between adoptive and birth family members, co-parenting in gay and lesbian adoptive families, and racial socialization in transracially adoptive families affect social development of adopted children into adulthood.

  7. Interpersonal factors contributing to the stigma of schizophrenia: social skills, perceived attractiveness, and symptoms.

    PubMed

    Penn, D L; Kohlmaier, J R; Corrigan, P W

    2000-09-29

    This study investigated the interpersonal factors (i.e., social skills, symptoms, perceived physical attractiveness) which are related to the stigma of schizophrenia. Social skills performance was assessed for 39 individuals with schizophrenia who participated in two role-plays with a confederate. Social skills ratings comprised 'overall social skill', 'meshing', 'clarity', and 'fluency' of speech, 'gaze', 'pleasantness' of conversation, 'involvement' in conversation, 'number of questions asked' during conversation, and 'perceived strangeness'. Symptomatology was assessed with the Brief Psychiatric Rating Scale. Ratings of perceived physical attractiveness were obtained by pausing the videotaped role-plays after the first 2s of the interaction. Ratings of 'social distance', based on an independent sample who observed the role-plays, were used as a proxy measure of stigma. The results showed that social distance was best statistically predicted by perceived strangeness, which in turn, was best statistically predicted by ratings of overall social skill. Negative symptoms appeared to have a more robust association with desired social distance than positive symptoms. Interpersonal factors, such as overall social skill, negative symptoms, and perceived strangeness, may contribute to stigma.

  8. [Psychometric properties of a Multidimensional Scale of Social Expression to assess social skills in the Internet context].

    PubMed

    Carballo, José L; Pérez-Jover, Ma Virtudes; Espada, José P; Orgilés, Mireia; Piqueras, José Antonio

    2012-02-01

    The increase in the use of New Technologies in social relationships could be generating a new paradigm in social skills. Valid and reliable instruments to assess these changes are needed. The aim of this study is to analyze the psychometric properties of the Multidimensional Scale of Social Expression (EMES) in the assessment of social skills on the Internet and Social Networks. A total of 413 college students from the province of Alicante participated on this study. The scale was applied according to two contexts: Real and Internet/Virtual. High internal consistency was shown. The 12-factor structure found for the Virtual Context scale is similar to that of the original study. The scale had shown to be a good predictor of hours of Internet use. In conclusion, EMES-C is useful for assessing real context and Internet context social skills.

  9. Particle Swarm Social Model for Group Social Learning in Adaptive Environment

    SciTech Connect

    Cui, Xiaohui; Potok, Thomas E; Treadwell, Jim N; Patton, Robert M; Pullum, Laura L

    2008-01-01

    This report presents a study of integrating particle swarm algorithm, social knowledge adaptation and multi-agent approaches for modeling the social learning of self-organized groups and their collective searching behavior in an adaptive environment. The objective of this research is to apply the particle swarm metaphor as a model of social learning for a dynamic environment. The research provides a platform for understanding and insights into knowledge discovery and strategic search in human self-organized social groups, such as insurgents or online communities.

  10. A comparison of children with and without learning disabilities on social problem-solving skill, school behavior, and family background.

    PubMed

    Toro, P A; Weissberg, R P; Guare, J; Liebenstein, N L

    1990-02-01

    The study compared 86 children with learning disabilities (LD) with 86 matched children without learning disabilities (NLD) on three domains of variables: social problem-solving skill, teacher-rated school behavior and competence, and family background. The children with LD and the NLD group differed on variables in all three domains. More specifically, the children with LD were able to generate fewer alternatives for solving social problem situations, showed less tolerance for frustration and less adaptive assertiveness, and had more overall classroom behavior problems and less personal and social competence in a variety of areas as rated by teachers. Children having LD also showed more family background difficulties (e.g., lack of educational stimulation at home, economic difficulties). The findings suggest the need for greater attention to social and behavioral remediation for children with LD and greater involvement of their families, in addition to the cognitive and academic remediation emphasized in existing curricula for children with LD.

  11. Building Social Competence in Preschool: The Effects of a Social Skills Intervention Targeting Children Enrolled in Head Start

    ERIC Educational Resources Information Center

    Stanton-Chapman, Tina L.; Walker, Virginia; Jamison, Kristen R.

    2014-01-01

    The current study evaluated the peer-to-peer interactions of at-risk children enrolled in Head Start who participated in a social pragmatic intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking skills. Eight Head Start classroom teams received two workshops and two coaching sessions and were taught to…

  12. Step by Step: Social Skills Instruction for Students with Autism Spectrum Disorder Using Video Models and Peer Mentors

    ERIC Educational Resources Information Center

    Ogilvie, Christine R.

    2011-01-01

    For children with autism spectrum disorder (ASD), impairments in social skills can impact interactions with peers, family members, and the world. Impairments in social skills vary from person to person, and may include lack of eye contact, limited affect, or nonexistent verbal communication. One strategy for teaching social skills to children with…

  13. A Systematic Approach to Teaching Social Skills to Children with Autism Spectrum Disorders: A Guide for Practitioners

    ERIC Educational Resources Information Center

    Bellini, Scott; Benner, Lauren; Peters-Myszak, Jessica

    2009-01-01

    Social skills training (SST) is a topic of great importance in the field of autism as social skill deficits are a prominent feature of autism spectrum disorders (ASD). Improving and/or facilitating the acquisition and performance of social skills across multiple settings should be the primary purpose of SST. Unfortunately, few children receive SST…

  14. Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature

    ERIC Educational Resources Information Center

    Walton, Katherine M.; Ingersoll, Brooke R.

    2013-01-01

    Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in…

  15. Test Review: F. M. Gresham & S. N. Elliott "Social Skills Improvement System Rating Scales." Minneapolis, Minnesota--NCS Pearson, 2008

    ERIC Educational Resources Information Center

    Crosby, James W.

    2011-01-01

    The "Social Skills Improvement System" (SSIS; Gresham & Elliot, 2008) is designed to assist in the screening and classification of students (ages 8 to 18) who are suspected of having significant social skills deficits, and to offer support in the development of interventions for those found to display significant social skills impairments.…

  16. A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS® Program

    ERIC Educational Resources Information Center

    Laugeson, Elizabeth A.; Gantman, Alexander; Kapp, Steven K.; Orenski, Kaely; Ellingsen, Ruth

    2015-01-01

    Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young…

  17. Relationships among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

    ERIC Educational Resources Information Center

    Konold, Timothy R.; Jamison, Kristen R.; Stanton-Chapman, Tina L.; Rimm-Kaufman, Sara E.

    2010-01-01

    Children's social skills are an important class of learned behaviors that facilitate success in the classroom; the primary method used in the assessment of social skills involves having parents or teachers complete standardized checklists using judgments of frequency or intensity. Children's (N = 1,102) social skills were modeled as time-varying…

  18. Linking Individual and Collective Behavior in Adaptive Social Networks.

    PubMed

    Pinheiro, Flávio L; Santos, Francisco C; Pacheco, Jorge M

    2016-03-25

    Adaptive social structures are known to promote the evolution of cooperation. However, up to now the characterization of the collective, population-wide dynamics resulting from the self-organization of individual strategies on a coevolving, adaptive network has remained unfeasible. Here we establish a (reversible) link between individual (micro)behavior and collective (macro)behavior for coevolutionary processes. We demonstrate that an adaptive network transforms a two-person social dilemma locally faced by individuals into a collective dynamics that resembles that associated with an N-person coordination game, whose characterization depends sensitively on the relative time scales between the entangled behavioral and network evolutions. In particular, we show that the faster the relative rate of adaptation of the network, the smaller the critical fraction of cooperators required for cooperation to prevail, thus establishing a direct link between network adaptation and the evolution of cooperation. The framework developed here is general and may be readily applied to other dynamical processes occurring on adaptive networks, notably, the spreading of contagious diseases or the diffusion of innovations.

  19. Linking Individual and Collective Behavior in Adaptive Social Networks

    NASA Astrophysics Data System (ADS)

    Pinheiro, Flávio L.; Santos, Francisco C.; Pacheco, Jorge M.

    2016-03-01

    Adaptive social structures are known to promote the evolution of cooperation. However, up to now the characterization of the collective, population-wide dynamics resulting from the self-organization of individual strategies on a coevolving, adaptive network has remained unfeasible. Here we establish a (reversible) link between individual (micro)behavior and collective (macro)behavior for coevolutionary processes. We demonstrate that an adaptive network transforms a two-person social dilemma locally faced by individuals into a collective dynamics that resembles that associated with an N -person coordination game, whose characterization depends sensitively on the relative time scales between the entangled behavioral and network evolutions. In particular, we show that the faster the relative rate of adaptation of the network, the smaller the critical fraction of cooperators required for cooperation to prevail, thus establishing a direct link between network adaptation and the evolution of cooperation. The framework developed here is general and may be readily applied to other dynamical processes occurring on adaptive networks, notably, the spreading of contagious diseases or the diffusion of innovations.

  20. Digital Stories Targeting Social Skills for Children with Disabilities: Multidimensional Learning

    ERIC Educational Resources Information Center

    More, Cori

    2008-01-01

    Many children learn easily by watching others, imitating actions, and cuing into subtle social cues. However, some students with disabilities have trouble acquiring these social skills. These children require a more intensive intervention to make gains in the social area. For students who have difficulties initiating and maintaining interactions,…

  1. An Eight-Year Follow-Up of Three Social Skills Training Studies.

    ERIC Educational Resources Information Center

    Foxx, R. M.; Faw, Gerald D.

    1992-01-01

    Followup of nine adults with mild to moderate mental retardation eight years after training of general/social, social/vocational, and social/sexual skills found that five subjects' correct responding was maintained above pretraining levels, and three subjects responded above their posttest levels supporting the long-term maintenance of the trained…

  2. Teaching Social Skills to Children with Autism Using the Cool versus Not Cool Procedure

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Tsuji, Kathleen H.; Griggs, Brandy; Edwards, Andrew; Taubman, Mitchell; McEachin, John; Leaf, Ronald; Oppenheim-Leaf, Misty L.

    2012-01-01

    This study evaluated the effects of the cool versus not cool procedure for teaching three children diagnosed with an autism spectrum disorder eight social skills. The cool versus not cool procedure is a social discrimination program used to increase children's ability to display appropriate social behaviors. In this study, the cool versus not cool…

  3. SODA Strategy: Enhancing the Social Interaction Skills of Youngsters with Asperger Syndrome.

    ERIC Educational Resources Information Center

    Bock, Marjorie A.

    2001-01-01

    This article discusses the social interaction deficits of persons with Asperger Syndrome and describes a social behavioral learning strategy, SODA (Stop, Observe, Deliberate, and Act), that will enhance the social interaction skills of persons with Asperger Syndrome. It explains the components of SODA and provides a set of teaching guidelines.…

  4. The Impact of Child-Centered Group Play Therapy on Social Skills Development of Kindergarten Children

    ERIC Educational Resources Information Center

    Kascsak, Theresa Marie

    2012-01-01

    The development of social adjustment during elementary school is of critical importance because early socialization skills are an important predictor of both future social and emotional functioning. However, an examination of current literature reveals there is limited research utilizing sound research methodology and evaluation protocols for…

  5. What's the Buzz? A Social Skills Enrichment Programme for Primary Students

    ERIC Educational Resources Information Center

    Le Messurier, Mark; Parker, Madhavi Nawana

    2011-01-01

    Some children, for all manner of reasons, struggle to make friends and fit in socially. "What's the Buzz?" is a unique sixteen-lesson social skills enrichment programme designed to explicitly teach children how to think and relate to others in social situations. This lively, highly practical role-play and play-based programme targets everyday…

  6. Moving Away from Social Work and Half Way Back Again: New Research on Skills in Probation

    PubMed Central

    Raynor, Peter; Vanstone, Maurice

    2016-01-01

    Research on social work in the criminal justice system was well represented in the social work literature until the 1990s. Since then, changes in the organisation, training and research base of probation practice, particularly in England and Wales, have all contributed to a separation between probation research and the mainstream social work research literature. However, recent probation research, by focusing on individual practice skills and on the quality of relationships, is producing findings which resonate with traditional social work concerns. The study presented here, based on analysis of videotaped interviews between probation staff and the people they are supervising, shows what skills are used and the effects of skilled supervision. People supervised by more skilled staff were significantly less likely to be reconvicted over a two-year follow-up, and the most effective supervisors combined good relationship skills with a range of ‘structuring’ or change-promoting skills. In effect, this can be regarded as a test of the impact of social work skills used by probation staff and suggests that a closer relationship between mainstream social work research and probation research could be productive for both. PMID:27559218

  7. Social problem-solving in high-functioning schizophrenia: specific deficits in sending skills.

    PubMed

    Vaskinn, Anja; Sundet, Kjetil; Hultman, Christina M; Friis, Svein; Andreassen, Ole A

    2009-02-28

    This study examined social problem-solving performance in high-functioning schizophrenia (n=26) and its relation to neurocognition. Ten healthy controls were used as a comparison group. Social problem-solving was assessed with the Assessment of Interpersonal Problem Solving Skills (AIPSS) method. The schizophrenia group was outperformed by healthy controls on all AIPSS measures, reaching statistical significance for sending skills. Exploration of the internal relationship between different aspects of social problem-solving showed that identification of an interpersonal problem (a receiving skill) was not correlated with formulating solutions to the problem (processing skills) or successfully role-playing solutions (interpersonal sending skills). Non-verbal performance in the role-play (an interpersonal sending skill) was not significantly correlated with identification of an interpersonal problem or the generation of solutions. This suggests a dissociation of social problem-solving processes. Social problem-solving was significantly associated with psychomotor speed, verbal learning, semantic fluency and cognitive flexibility. Clinical implications are that remediation of social problem-solving skills should focus on role-playing (nonverbal) interpersonal behaviors, rather than on verbally analyzing an interpersonal problem and clarifying alternative solutions.

  8. Developing Argument Skills across Scientific and Social Domains

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2010-01-01

    Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic--for half a science topic (dinosaur extinction) and for half a…

  9. Validation of social skills of adolescent males in an interview conversation with a previously unknown adult.

    PubMed

    Spence, S H

    1981-01-01

    Seventy convicted young male offenders were videotaped during a 5-min standardized interview with a previously unknown adult. In order to determine the social validity of the behavioral components of social interaction for this population, measures of 13 behaviors were obtained from the tapes. These measures were then correlated with ratings of friendliness, social anxiety, social skills performance, and employability made by four independent adult judges from the same tapes. It was found that measures of eye contact and verbal initiations were correlated significantly with all four criterion rating scales. The frequencies of smiling and speech dysfluencies were both significantly correlated with ratings of friendliness and employability. The amount spoken was found to be a significant predictor of social skills performance whereas the frequency of head movements influenced judgments of social anxiety. The latency of response was negatively correlated with social skills and employability ratings and the frequency of question-asking and interruptions correlated significantly with friendliness, social skills, and employability ratings. Finally, the levels of gestures, gross body movements, and attention feedback responses were not found to influence judgments on any of the criterion scales. The implications of the study for selection of targets for social skills training for adolescent male offenders are discussed.

  10. The use of the Social Cognitive Skills Test with children with autistic spectrum disorders.

    PubMed

    Coleman, Naomi; Hare, Dougal Julian; Farrell, Peter; Van Manen, Teun

    2008-03-01

    With increased diagnosis of autistic spectrum disorder (ASD) and the wide range of ability within this diagnosis, appropriate and accurate appraisal of specific ability are necessary to increase understanding of behaviour and inform effective intervention. The Social Cognitive Skills Test (SCST) focuses on the assessment of social reasoning skills. The present study investigated whether the SCST can usefully measure social reasoning ability in children with ASD. Eight children with ASD and eight typically developing children aged 5-13 years, who were matched on verbal comprehension, block design score and gender, took part in this pilot study. A decreasing trend in scores as the complexity of social cognitive skills increased was noted together with a significant difference between the two groups on three out of four social cognitive levels. This pilot study suggests the applicability of the SCST for use with children with ASD to assess social reasoning abilities.

  11. Approaching sign language test construction: adaptation of the German sign language receptive skills test.

    PubMed

    Haug, Tobias

    2011-01-01

    There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization. PMID:21208998

  12. Approaching sign language test construction: adaptation of the German sign language receptive skills test.

    PubMed

    Haug, Tobias

    2011-01-01

    There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization.

  13. The Effects of Teaching Styles on Motor Performance, Self Concept, and Social Skill Development.

    ERIC Educational Resources Information Center

    Goldberger, Michael

    The effects of three teaching styles in Mosston's Spectrum of Teaching Styles were examined in terms of the motor skill acquisition and social skill development of 96 randomly selected fifth grade students, who were taught a hockey accuracy task. Performance data were collected prior to, midway through, and following training and were analyzed:…

  14. Teaching Social Play Skills to Adults and Children with Autism as an Approach to Building Rapport

    ERIC Educational Resources Information Center

    Shireman, Molly L.; Lerman, Dorothea C.; Hillman, Conrad B.

    2016-01-01

    Adults with autism spectrum disorder (ASD) and no intellectual disabilities were taught to increase the social play skills of children with ASD as part of a vocational training program. Participants included 3 adults, aged 21 to 27 years, and 6 children with ASD. Probes conducted throughout the study evaluated whether play skills training affected…

  15. Sex Differential Item Functioning in the Inventory of Early Development III Social-Emotional Skills

    ERIC Educational Resources Information Center

    Beaver, Jessica L.; French, Brian F.; Finch, W. Holmes; Ullrich-French, Sarah C.

    2014-01-01

    Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that…

  16. Women, Social Skill and Interactive Service Work in Telephone Call Centres.

    ERIC Educational Resources Information Center

    Belt, Vicki; Richardson, Ranald; Webster, Juliet

    2002-01-01

    A study of women's employment in European call centers showed that "feminine" social skills (communication, interpersonal) are considered central to the work; women are concentrated in the lowest paying jobs; and the highly regimented work organization limits further skill development. On the other hand, women's competencies are valued within call…

  17. An evaluation of progressively increasing intertrial intervals on the acquisition and generalization of three social skills.

    PubMed

    Francisco, Monica T; Hanley, Gregory P

    2012-01-01

    We evaluated the effects of different intertrial intervals (ITIs; time between programmed learning opportunities) on the acquisition and generalization of 2 preschoolers' social skills. Independent and generalized skills were observed only when the daily ITI was gradually increased from short to progressively longer intervals.

  18. Improving the Social Skills of Children with HFASD: An Intervention Study

    ERIC Educational Resources Information Center

    Waugh, Cynthia; Peskin, Joan

    2015-01-01

    The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies,…

  19. The Role of Social Interaction in the Development of Thinking Skills.

    ERIC Educational Resources Information Center

    Schuler, Addriana L.; Perez, Linda

    1987-01-01

    The article examines the relationship of social interaction and thinking skills in the education of handicapped children through a review of the literature on development of self-regulatory and metacognitive skills, cognitive behavior modification, cognitive training, instrumental enrichment, the notion of mediation, and the role of the teacher.…

  20. Social Skills Development in the Early Childhood Education Project. Technical Report No. 7.

    ERIC Educational Resources Information Center

    Pena, Deagelia; Miller, George

    A total of 105 children (3, 4, and 5 years old) participated in a study to determine the extent to which the experience of attending a mobile classroom for an hour and a half, once a week (32 weeks) contributed to the development of social skills. Since this was one of the first attempts to measure these skills in young children, another objective…

  1. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  2. A Meta-Analysis of Controlled Research on Social Skills Training for Schizophrenia

    ERIC Educational Resources Information Center

    Kurtz, Matthew M.; Mueser, Kim T.

    2008-01-01

    A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based…

  3. Project KIND (Keeping Interfering Noncompliance Down): A Social Skills Training Program for Noncompliant Primary Students.

    ERIC Educational Resources Information Center

    Masters, Janice

    This study examined the effect of a social skills training intervention on the behavior of 18 noncompliant second graders who exhibited poor study skills and experienced academic failure. Teachers selected students for intervention and rated them on the Achenbach Child Behavior Checklist before and after the intervention. Pre- and post-test…

  4. An Evaluation of Progressively Increasing Intertrial Intervals on the Acquisition and Generalization of Three Social Skills

    ERIC Educational Resources Information Center

    Francisco, Monica T.; Hanley, Gregory P.

    2012-01-01

    We evaluated the effects of different intertrial intervals (ITIs; time between programmed learning opportunities) on the acquisition and generalization of 2 preschoolers' social skills. Independent and generalized skills were observed only when the daily ITI was gradually increased from short to progressively longer intervals. (Contains 1 figure…

  5. The inclusion of siblings in social skills training groups for boys with Asperger syndrome.

    PubMed

    Castorina, Lia L; Negri, Lisa M

    2011-01-01

    This pilot investigation evaluated the effectiveness of siblings as generalisation agents in an 8-week social skills training (SST) program designed for boys with Asperger syndrome (AS). Twenty-one boys aged 8-12 participated in a SST group alone, with a sibling, or remained in a wait-list control group. After training, participants' identification of non-verbal social cues significantly improved and was maintained at 3-month follow-up, irrespective of sibling involvement. Similar trends existed for participants' ability to accurately interpret emotions relative to controls. Improvements did not extend to parent and teacher ratings on standardised social skills measures, suggesting poor generalisation, or questionable sensitivity of measures to taught skills. Results suggest some promise in improving social skills training for children with AS.

  6. Social skills training for adolescents with Asperger syndrome and high-functioning autism.

    PubMed

    Tse, Jeanie; Strulovitch, Jack; Tagalakis, Vicki; Meng, Linyan; Fombonne, Eric

    2007-11-01

    The effectiveness of a social skills training group for adolescents with Asperger syndrome and high-functioning autism (AS/HFA) was evaluated. Parents of six groups of adolescents (n = 46, 61% male, mean age 14.6) completed questionnaires immediately before and after the 12-week group. Parents and adolescents were surveyed regarding their experience with the group. Significant pre- to post-treatment gains were found on measures of both social competence and problem behaviors associated with AS/HFA. Effect sizes ranged from .34 to .72. Adolescents reported more perceived skill improvements than did parents. Parent-reported improvement suggests that social skills learned in group sessions generalize to settings outside the treatment group. Larger, controlled studies of social skills training groups would be valuable.

  7. Development of the Contextual Assessment of Social Skills (CASS): a role play measure of social skill for individuals with high-functioning autism.

    PubMed

    Ratto, Allison B; Turner-Brown, Lauren; Rupp, Betty M; Mesibov, Gary B; Penn, David L

    2011-09-01

    This study piloted a role play assessment of conversational skills for adolescents and young adults with high-functioning autism/Asperger syndrome (HFA/AS). Participants completed two semi-structured role plays, in which social context was manipulated by changing the confederate's level of interest in the conversation. Participants' social behavior was rated via a behavioral coding system, and performance was compared across contexts and groups. An interaction effect was found for several items, whereby control participants showed significant change across context, while participants with HFA/AS showed little or no change. Total change across contexts was significantly correlated with related social constructs and significantly predicted ASD. The findings are discussed in terms of the potential utility of the CASS in the evaluation of social skill.

  8. Enhancing topology adaptation in information-sharing social networks

    NASA Astrophysics Data System (ADS)

    Cimini, Giulio; Chen, Duanbing; Medo, Matúš; Lü, Linyuan; Zhang, Yi-Cheng; Zhou, Tao

    2012-04-01

    The advent of the Internet and World Wide Web has led to unprecedent growth of the information available. People usually face the information overload by following a limited number of sources which best fit their interests. It has thus become important to address issues like who gets followed and how to allow people to discover new and better information sources. In this paper we conduct an empirical analysis of different online social networking sites and draw inspiration from its results to present different source selection strategies in an adaptive model for social recommendation. We show that local search rules which enhance the typical topological features of real social communities give rise to network configurations that are globally optimal. These rules create networks which are effective in information diffusion and resemble structures resulting from real social systems.

  9. The Impact of Social-Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students with Asperger Syndrome

    ERIC Educational Resources Information Center

    Bock, Marjorie A.

    2007-01-01

    This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities,…

  10. Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades

    ERIC Educational Resources Information Center

    Fraser, Mark W.; Galinsky, Maeda J.; Smokowski, Paul R.; Day, Steven H.; Terzian, Mary A.; Rose, Roderick A.; Guo, Shenyang

    2005-01-01

    This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in…

  11. Gender Differences in Middle School Adjustment, Physical Fighting, and Social Skills: Evaluation of a Social Competency Program.

    ERIC Educational Resources Information Center

    Taylor, Catherine A.; Liang, Belle; Tracy, Allison J.; Williams, Linda M.; Seigle, Pamela

    2002-01-01

    Explores the effects of previous exposure to the Reach Out to Schools: Social Competency Program (SCP) on the middle school adjustment of sixth grade students. SCP is designed to teach children social skills to help them to communicate better, solve problems and build stronger relationships. Results show associations between program exposure and…

  12. Improving the Social Proficiency of Art and Music Students through the Use of Specifically Taught Positive Social Skills.

    ERIC Educational Resources Information Center

    Ciaburri, Chris; White, Jeannette T.

    This action research project developed a program for improving the social proficiency of art and music students through the use of specifically taught positive social skills. The targeted population consisted of fifth-grade students from two different elementary school districts. Both schools were located in middle class suburban communities near…

  13. The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Swick, Danielle C.; Davis, Naomi Ornstein; McMillen, Janey Sturtz; Matthews, Rebecca

    2011-01-01

    This study tested the efficacy of a new social skills intervention, "S ocial S kills GR oup IN tervention-High Functioning Autism" ("S.S.GRIN-HFA"), designed to improve social behaviors in children with high functioning autism spectrum disorders. Fifty-five children were randomly assigned to "S.S.GRIN-HFA" treatment (n = 27) or control (i.e.,…

  14. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    PubMed

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues. PMID:26380926

  15. Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability.

    PubMed

    Plavnick, Joshua B; Kaid, Tiffany; MacFarland, Mari C

    2015-09-01

    Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID.

  16. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    PubMed

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues.

  17. Brief Report: The Relationship between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-Schoolers with Autism

    ERIC Educational Resources Information Center

    Park, Carlie J.; Yelland, Gregory W.; Taffe, John R.; Gray, Kylie M.

    2012-01-01

    This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3-5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically…

  18. A Comparison of Adaptive and Nonadaptive Training Strategies in the Acquisition of a Physically Complex Psychomotor Skill.

    ERIC Educational Resources Information Center

    Riedel, James A.; And Others

    Results of research to determine if an adaptive technique could be used to teach a physically complex psychomotor skill (specifically, performing on an arc welding simulator) more efficiently than the skill could be taught with a nonadaptive technique are presented. Sixty hull maintenance technician firemen and fireman apprentice trainees were…

  19. Special Teachers' Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

    ERIC Educational Resources Information Center

    Vlachou, Anastasia; Stavroussi, Panayiota; Didaskalou, Eleni

    2016-01-01

    The acquisition of appropriate social skills is considered critical for a person's social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition…

  20. Social Skills and Associated Psychopathology in Children with Chromosome 22q11.2 Deletion Syndrome: Implications for Interventions

    ERIC Educational Resources Information Center

    Shashi, V.; Veerapandiyan, A.; Schoch, K.; Kwapil, T.; Keshavan, M.; Ip, E.; Hooper, S.

    2012-01-01

    Background: Although distinctive neuropsychological impairments have been delineated in children with chromosome 22q11 deletion syndrome (22q11DS), social skills and social cognition remain less well-characterised. Objective: To examine social skills and social cognition and their relationship with neuropsychological function/behaviour and…

  1. Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays

    PubMed Central

    Green, S.; Caplan, B.; Baker, B.

    2016-01-01

    Background Parents of children with developmental delays (DD) have been found to use more controlling behaviour with their children than parents of children with typical development (TD). While controlling behaviour is related to poorer developmental outcomes in TD children, there is little research on how it predicts outcomes in DD children. Furthermore, existing research tends to use inconsistent or non-specific definitions of controlling behaviour, often combining parent control which follows the child’s goal (e.g. supportive direction) and that which interferes with the child’s goal (e.g. interference). Methods Participants were 200 mother–child dyads observed at child age 3, with follow-up assessments of adaptive behaviour and social skills administered at child ages 5 and 6, respectively. We coded the frequency of both types of controlling behaviour based on mothers’ interactions with their children with TD (n = 113) or DD (n = 87) at age 3. Results Mothers in the DD group used more interfering but not more supportive directive acts compared to mothers in the TD group. Adaptive behaviour was assessed at child age 5 and social skills were assessed at age 6. Higher frequency of supportive directive acts predicted better adaptive functioning for the TD group and better social skills for the DD group. Higher frequency of interfering acts predicted lower adaptive and social skills for children with DD but not with TD. Conclusions Results are discussed in terms of the differential developmental needs of children with and without DD as well as implications for early intervention. PMID:23865770

  2. Adaptive Policies for Reducing Inequalities in the Social Determinants of Health

    PubMed Central

    Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic

    2015-01-01

    Inequalities in the social determinants of health (SDH), which drive avoidable health disparities between different individuals or groups, is a major concern for a number of international organisations, including the World Health Organization (WHO). Despite this, the pathways to changing inequalities in the SDH remain elusive. The methodologies and concepts within system science are now viewed as important domains of knowledge, ideas and skills for tackling issues of inequality, which are increasingly understood as emergent properties of complex systems. In this paper, we introduce and expand the concept of adaptive policies to reduce inequalities in the distribution of the SDH. The concept of adaptive policy for health equity was developed through reviewing the literature on learning and adaptive policies. Using a series of illustrative examples from education and poverty alleviation, which have their basis in real world policies, we demonstrate how an adaptive policy approach is more suited to the management of the emergent properties of inequalities in the SDH than traditional policy approaches. This is because they are better placed to handle future uncertainties. Our intention is that these examples are illustrative, rather than prescriptive, and serve to create a conversation regarding appropriate adaptive policies for progressing policy action on the SDH. PMID:26673337

  3. Adaptive Policies for Reducing Inequalities in the Social Determinants of Health.

    PubMed

    Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic

    2015-01-01

    Inequalities in the social determinants of health (SDH), which drive avoidable health disparities between different individuals or groups, is a major concern for a number of international organisations, including the World Health Organization (WHO). Despite this, the pathways to changing inequalities in the SDH remain elusive. The methodologies and concepts within system science are now viewed as important domains of knowledge, ideas and skills for tackling issues of inequality, which are increasingly understood as emergent properties of complex systems. In this paper, we introduce and expand the concept of adaptive policies to reduce inequalities in the distribution of the SDH. The concept of adaptive policy for health equity was developed through reviewing the literature on learning and adaptive policies. Using a series of illustrative examples from education and poverty alleviation, which have their basis in real world policies, we demonstrate how an adaptive policy approach is more suited to the management of the emergent properties of inequalities in the SDH than traditional policy approaches. This is because they are better placed to handle future uncertainties. Our intention is that these examples are illustrative, rather than prescriptive, and serve to create a conversation regarding appropriate adaptive policies for progressing policy action on the SDH. PMID:26673337

  4. Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function

    PubMed Central

    Pugliese, Cara E.; Anthony, Laura; Strang, John F.; Dudley, Katerina; Wallace, Gregory L.; Kenworthy, Lauren

    2014-01-01

    Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD. PMID:25398602

  5. Development of the Contextual Assessment of Social Skills (CASS): A Role Play Measure of Social Skill for Individuals with High-Functioning Autism

    ERIC Educational Resources Information Center

    Ratto, Allison B.; Turner-Brown, Lauren; Rupp, Betty M.; Mesibov, Gary B.; Penn, David L.

    2011-01-01

    This study piloted a role play assessment of conversational skills for adolescents and young adults with high-functioning autism/Asperger syndrome (HFA/AS). Participants completed two semi-structured role plays, in which social context was manipulated by changing the confederate's level of interest in the conversation. Participants' social…

  6. Check-In Check-Out + Social Skills: Enhancing the Effects of Check-In Check-Out for Students With Social Skill Deficits

    ERIC Educational Resources Information Center

    Ross, Scott W.; Sabey, Christian V.

    2015-01-01

    Check-In Check-Out is a Tier 2 intervention designed to reduce problem behavior and increase prosocial behavior. Although the intervention has demonstrated effects in several studies, few research efforts have considered how the intervention can be modified to support students with social skill deficits. Through a multiple baseline design across…

  7. Setting goals, solving problems, and seeking social support: developing adolescents' abilities through a life skills program.

    PubMed

    Forneris, Tanya; Danish, Steven J; Scott, David L

    2007-01-01

    The Going for the Goal (GOAL) program is designed to teach adolescents life skills. There have been few efforts to assess whether the skills that GOAL is designed to teach are being learned by adolescents involved in the program. The purpose of this study was to examine the impact of GOAL on the acquisition of skills in the areas of setting goals, solving problems, and seeking social support. Interviews were conducted with twenty adolescents. Those who participated in GOAL reported that they had learned how to set goals, to solve problems effectively, and to seek the appropriate type of social support.

  8. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    PubMed Central

    Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

    2016-01-01

    Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

  9. Emotional intelligence and social and academic adaptation to school.

    PubMed

    Mestre, José M; Guil, Rocío; Lopes, Paulo N; Salovey, Peter; Gil-Olarte, Paloma

    2006-01-01

    In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.

  10. Refining process of nursing skill movie manual by peer comments of social network system.

    PubMed

    Majima, Yukie; Maekawa, Yasuko; Shimada, Satoshi; Izumi, Takako

    2014-01-01

    The nursing practical knowledge represented by nursing skill is highly tacit and is therefore difficult to verbalize. The purpose of this study is to build a new learning community for nursing education (nursing social e-learning model) that is refined and developed autonomously and continuously. We used the social network system (SNS) that can be participated in a variety of stakeholder of medical personnel in order to hear comments for the content of learning to practice nursing skill. We had the nurses make the nursing skill movie manual. Through this process to get the opinions about the movie contents from others, we inspected what kind of opinions and feelings occurred to the nurses. As a result, the nurses were able to see objectively the own nursing skills, to do self-reflection. They had the awareness to improve the nursing skills. PMID:24943555

  11. VNTR-DAT1 and COMTVal158Met Genotypes Modulate Mental Flexibility and Adaptive Behavior Skills in Down Syndrome

    PubMed Central

    del Hoyo, Laura; Xicota, Laura; Langohr, Klaus; Sánchez-Benavides, Gonzalo; de Sola, Susana; Cuenca-Royo, Aida; Rodriguez, Joan; Rodríguez-Morató, Jose; Farré, Magí; Dierssen, Mara; de la Torre, Rafael; Cuenca-Royo, Aida

    2016-01-01

    Down syndrome (DS) is an aneuploidy syndrome that is caused by trisomy for human chromosome 21 resulting in a characteristic cognitive and behavioral phenotype, which includes executive functioning and adaptive behavior difficulties possibly due to prefrontal cortex (PFC) deficits. DS also present a high risk for early onset of Alzheimer Disease-like dementia. The dopamine (DA) system plays a neuromodulatory role in the activity of the PFC. Several studies have implicated trait differences in DA signaling on executive functioning based on genetic polymorphisms in the genes encoding for the catechol-O-methyltransferase (COMTVal158Met) and the dopamine transporter (VNTR-DAT1). Since it is known that the phenotypic consequences of genetic variants are modulated by the genetic background in which they occur, we here explore whether these polymorphisms variants interact with the trisomic genetic background to influence gene expression, and how this in turn mediates DS phenotype variability regarding PFC cognition. We genotyped 69 young adults of both genders with DS, and found that VNTR-DAT1 was in Hardy-Weinberg equilibrium but COMTVal158Met had a reduced frequency of Met allele homozygotes. In our population, genotypes conferring higher DA availability, such as Met allele carriers and VNTR-DAT1 10-repeat allele homozygotes, resulted in improved performance in executive function tasks that require mental flexibility. Met allele carriers showed worse adaptive social skills and self-direction, and increased scores in the social subscale of the Dementia Questionnaire for People with Intellectual Disabilities than Val allele homozygotes. The VNTR-DAT1 was not involved in adaptive behavior or early dementia symptoms. Our results suggest that genetic variants of COMTVal158Met and VNTR-DAT1 may contribute to PFC-dependent cognition, while only COMTVal158Met is involved in behavioral phenotypes of DS, similar to euploid population. PMID:27799900

  12. Improving Social Skills for Children with High Functioning Autism

    ERIC Educational Resources Information Center

    Freedman, Brian; Silverman, Wayne

    2008-01-01

    Reciprocal social interaction, the process of reading, understanding, initiating, and responding to the social cues of others, is a core deficit and hallmark symptom for children with autism spectrum disorders (ASD). Research at Kennedy Krieger Institute has found that these social deficits can be identified as early as 14 months of age, well…

  13. Temper and Tantrum Tamers. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.

    ERIC Educational Resources Information Center

    Wells, Ruth Herman

    This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It presents 20 lessons designed to teach the coping skills necessary to control one's temper. The first lesson teaches students the meaning of aggressive behavior; this lesson and several others throughout the guide focus on helping aggressive…

  14. Examining the Effectiveness of a Program Developed for Teaching Social Skills to Hearing Impaired Students Based on Cooperative Learning

    ERIC Educational Resources Information Center

    Avcioglu, Hasan

    2007-01-01

    The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…

  15. The Effectiveness of a Group Teaching Interaction Procedure for Teaching Social Skills to Young Children with a Pervasive Developmental Disorder

    ERIC Educational Resources Information Center

    Leaf, Justin B.; Dotson, Wesley H.; Oppeneheim, Misty L.; Sheldon, Jan B.; Sherman, James A.

    2010-01-01

    Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use…

  16. An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    MacCormack, Jeffrey W. H.; Matheson, Ian A.; Hutchinson, Nancy L.

    2015-01-01

    Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This…

  17. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  18. Adaptive specializations, social exchange, and the evolution of human intelligence

    PubMed Central

    Cosmides, Leda; Barrett, H. Clark; Tooby, John

    2010-01-01

    Blank-slate theories of human intelligence propose that reasoning is carried out by general-purpose operations applied uniformly across contents. An evolutionary approach implies a radically different model of human intelligence. The task demands of different adaptive problems select for functionally specialized problem-solving strategies, unleashing massive increases in problem-solving power for ancestrally recurrent adaptive problems. Because exchange can evolve only if cooperators can detect cheaters, we hypothesized that the human mind would be equipped with a neurocognitive system specialized for reasoning about social exchange. Whereas humans perform poorly when asked to detect violations of most conditional rules, we predicted and found a dramatic spike in performance when the rule specifies an exchange and violations correspond to cheating. According to critics, people's uncanny accuracy at detecting violations of social exchange rules does not reflect a cheater detection mechanism, but extends instead to all rules regulating when actions are permitted (deontic conditionals). Here we report experimental tests that falsify these theories by demonstrating that deontic rules as a class do not elicit the search for violations. We show that the cheater detection system functions with pinpoint accuracy, searching for violations of social exchange rules only when these are likely to reveal the presence of someone who intends to cheat. It does not search for violations of social exchange rules when these are accidental, when they do not benefit the violator, or when the situation would make cheating difficult. PMID:20445099

  19. Adaptive social recommendation in a multiple category landscape

    NASA Astrophysics Data System (ADS)

    Chen, Duanbing; Zeng, An; Cimini, Giulio; Zhang, Yi-Cheng

    2013-02-01

    People in the Internet era have to cope with the information overload, striving to find what they are interested in, and usually face this situation by following a limited number of sources or friends that best match their interests. A recent line of research, namely adaptive social recommendation, has therefore emerged to optimize the information propagation in social networks and provide users with personalized recommendations. Validation of these methods by agent-based simulations often assumes that the tastes of users can be represented by binary vectors, with entries denoting users' preferences. In this work we introduce a more realistic assumption that users' tastes are modeled by multiple vectors. We show that within this framework the social recommendation process has a poor outcome. Accordingly, we design novel measures of users' taste similarity that can substantially improve the precision of the recommender system. Finally, we discuss the issue of enhancing the recommendations' diversity while preserving their accuracy.

  20. Using Video to Teach Social Skills to Secondary Students with Autism

    ERIC Educational Resources Information Center

    Parsons, Lynn D.

    2006-01-01

    Many students with disabilities have difficulty acquiring social skills, especially those necessary for employment. Students with autism struggle because of problems with (1) theory of mind; (2) reading facial expressions; (3) auditory processing problems; and (4) a lack of exposure to social conventions. Virtual reality and video have been used…

  1. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students'…

  2. Skills Inequality, Adult Learning and Social Cohesion in the United Kingdom

    ERIC Educational Resources Information Center

    Janmaat, Jan Germen; Green, Andy

    2013-01-01

    In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities. We first contend that British society is characterised by a liberal regime of social cohesion. Crucial to such a regime is the belief in individual opportunity and rewards…

  3. Curriculum Strategies for Teaching Social Skills to the Disabled: Dealing with Inappropriate Behaviors.

    ERIC Educational Resources Information Center

    Taylor, George R.

    This social skills curriculum has been developed as a guide to assist in instructing students with disabilities in determining what behaviors are and are not acceptable in our society. Chapters include: (1) "The Disabled, Classified and Defined" (George R. Taylor and J. Richard Rembold); (2) "Social Learning Theories: An Overview" (Taylor and…

  4. A Review of Key Issues in the Measurement of Children's Social and Emotional Skills

    ERIC Educational Resources Information Center

    Wigelsworth, Michael; Humphrey, Neil; Kalambouka, Afroditi; Lendrum, Ann

    2010-01-01

    Recent policy developments (such as the Children's Plan) and the introduction of a new national strategy (the Social and Emotional Aspects of Learning programme) have re-emphasised the importance of social and emotional skills in educational contexts. As such, educational psychologists are increasingly likely to be involved in the measurement of…

  5. Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph John

    2012-01-01

    Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers…

  6. Secondary Social, Emotional and Behavioural Skills (SEBS) Pilot Evaluation. Research Report No. DCFS-RR003

    ERIC Educational Resources Information Center

    Smith, Paula; O'Donnell, Lisa; Easton, Claire; Rudd, Peter

    2007-01-01

    In 2005, the National Foundation for Educational Research (NFER) was commissioned by the Department for Children, Schools and Families (DCSF) to evaluate the secondary Social, Emotional and Behavioural Skills (SEBS) pilot. The aim of the pilot was to encourage secondary schools to take a whole-school approach to developing social, emotional and…

  7. Developing Social Work Professional Judgment Skills: Enhancing Learning in Practice by Researching Learning in Practice

    ERIC Educational Resources Information Center

    Rawles, Joanna

    2016-01-01

    The aims of this article are twofold: to discuss the value of practice-based research as a basis for enhancing learning and teaching in social work and, as an illustration of this, to present the findings of a preliminary qualitative research study into social work students' development of professional judgment skills. The research was conducted…

  8. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  9. Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

    ERIC Educational Resources Information Center

    Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

    2014-01-01

    Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…

  10. A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?

    ERIC Educational Resources Information Center

    January, Alicia M.; Casey, Rita J.; Paulson, Daniel

    2011-01-01

    Outcomes of 28 peer-reviewed journal articles published between 1981 and 2007 were evaluated quantitatively to assess the effectiveness of classroom-wide interventions for the improvement of social skills. All interventions included in the study were implemented with intact classrooms that included both socially competent children and those with…

  11. Developing Student Knowledge and Skills for Home-Based Social Work Practice

    ERIC Educational Resources Information Center

    Allen, Susan F.; Tracy, Elizabeth M.

    2008-01-01

    Providing social work services for clients in their homes is often a distinguishing feature of social work practice. The home environment affects the intervention process at each stage of contact with a family. Home-based practice requires specific skills to deal with clients' presenting concerns as well as safety, boundary, confidentiality, and…

  12. Using Time-Delay to Improve Social Play Skills with Peers for Children with Autism

    ERIC Educational Resources Information Center

    Liber, Daniella B.; Frea, William D.; Symon, Jennifer B. G.

    2008-01-01

    Interventions that teach social communication and play skills are crucial for the development of children with autism. The time delay procedure is effective in teaching language acquisition, social use of language, discrete behaviors, and chained activities to individuals with autism and developmental delays. In this study, three boys with autism,…

  13. Use of a Social Story Intervention To Improve Mealtime Skills of an Adolescent with Asperger Syndrome.

    ERIC Educational Resources Information Center

    Bledsoe, Rebecca; Myles, Brenda Smith; Simpson, Richard L.

    2003-01-01

    A study assessed the utility of a social story intervention to improve the lunchtime eating behaviors of an adolescent with Asperger syndrome. The social story program resulted in a decrease in the number of food and drink skills and an increase in the frequency of appropriate mouth-wiping during school lunch. (Contains references.) (Author/CR)

  14. The Relationship between Emotion Recognition Ability and Social Skills in Young Children with Autism

    ERIC Educational Resources Information Center

    Williams, Beth T.; Gray, Kylie M.

    2013-01-01

    This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the…

  15. Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills

    ERIC Educational Resources Information Center

    Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope

    2014-01-01

    This research investigates the influence of social media usage on research skills of undergraduates offering Educational Management at six different universities randomly selected from the six geo-political zones in Nigeria. Various studies on the effects of social media on students have concentrated mainly on academic performance (Kirschner &…

  16. Educator Perceptions of Visual Support Systems and Social Skills for Young Adults with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Miller, David James

    2016-01-01

    Young adults with Autism Spectrum Disorder (ASD) face unique social skills challenges as they transition into independent living environments and seek fulfilling relationships within their communities. Research has focused on social education and interventions for children with autism, while transitioning young adults with ASD have received…

  17. Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

    ERIC Educational Resources Information Center

    Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

    2016-01-01

    Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

  18. The Impact of Video Modelling on Improving Social Skills in Children with Autism

    ERIC Educational Resources Information Center

    Alzyoudi, Mohammed; Sartawi, AbedAlziz; Almuhiri, Osha

    2015-01-01

    Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such…

  19. Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism

    ERIC Educational Resources Information Center

    White, Susan Williams

    2011-01-01

    This practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with Asperger syndrome and high-functioning autism; the impact on peer relationships, school performance, and…

  20. Intrusive Fathering, Children's Self-Regulation and Social Skills: A Mediation Analysis

    ERIC Educational Resources Information Center

    Stevenson, M.; Crnic, K.

    2013-01-01

    Background: Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This…

  1. Adaptations for social cognition in the primate brain.

    PubMed

    Platt, Michael L; Seyfarth, Robert M; Cheney, Dorothy L

    2016-02-01

    Studies of the factors affecting reproductive success in group-living monkeys have traditionally focused on competitive traits, like the acquisition of high dominance rank. Recent research, however, indicates that the ability to form cooperative social bonds has an equally strong effect on fitness. Two implications follow. First, strong social bonds make individuals' fitness interdependent and the 'free-rider' problem disappears. Second, individuals must make adaptive choices that balance competition and cooperation-often with the same partners. The proximate mechanisms underlying these behaviours are only just beginning to be understood. Recent results from cognitive and systems neuroscience provide us some evidence that many social and non-social decisions are mediated ultimately by abstract, domain-general neural mechanisms. However, other populations of neurons in the orbitofrontal cortex, striatum, amygdala and parietal cortex specifically encode the type, importance and value of social information. Whether these specialized populations of neurons arise by selection or through developmental plasticity in response to the challenges of social life remains unknown. Many brain areas are homologous and show similar patterns of activity in human and non-human primates. In both groups, cortical activity is modulated by hormones like oxytocin and by the action of certain genes that may affect individual differences in behaviour. Taken together, results suggest that differences in cooperation between the two groups are a matter of degree rather than constituting a fundamental, qualitative distinction. PMID:26729935

  2. Social Skills: Adolf Meyer’s Revision of Clinical Skill for the New Psychiatry of the Twentieth Century

    PubMed Central

    Lamb, Susan

    2015-01-01

    Adolf Meyer (1866–1950) exercised considerable influence over the development of Anglo-American psychiatry during the first half of the twentieth century. The concepts and techniques he implemented at his prominent Phipps Psychiatric Clinic at Johns Hopkins remain important to psychiatric practice and neuro-scientific research today. In the 1890s, Meyer revised scientific medicine’s traditional notion of clinical skill to serve what he called the ‘New Psychiatry’, a clinical discipline that embodied social and scientific ideals shared with other ‘new’ progressive reform movements in the United States. This revision conformed to his concept of psychobiology – his biological theory of mind and mental disorders – and accorded with his definition of scientific medicine as a unity of clinical–pathological methods and therapeutics. Combining insights from evolutionary biology, neuron theory and American pragmatist philosophy, Meyer concluded that subjective experience and social behaviour were functions of human biology. In addition to the time-honoured techniques devised to exploit the material data of the diseased body – observing and recording in the clinic, dissecting in the morgue and conducting histological experiments in the laboratory – he insisted that psychiatrists must also be skilled at wielding social interaction and interpersonal relationships as investigative and therapeutic tools in order to conceptualise, collect, analyse and apply the ephemeral data of ‘social adaptation’. An examination of his clinical practices and teaching at Johns Hopkins between 1913 and 1917 shows how particular historical and intellectual contexts shaped Meyer’s conceptualisation of social behaviour as a biological function and, subsequently, his new vision of clinical skill for twentieth-century psychiatry. PMID:26090738

  3. The Social Construction of Skills: A Hospitality Sector Perspective

    ERIC Educational Resources Information Center

    Baum, Tom

    2008-01-01

    This paper addresses the nature of skills in service work with specific reference to international tourism and its hospitality subsector. It explores the role of experiential factors (cultural, emotional and aesthetic) in equipping those entering work in the sector. The specific context of work in less developed countries and within migrant labour…

  4. The Socially Skilled Teacher and the Development of Tacit Knowledge

    ERIC Educational Resources Information Center

    Elliott, Julian G.; Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Hoffman, Newman

    2011-01-01

    Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life.…

  5. The relationship between social skill and family problem-solving following very severe closed head injury.

    PubMed

    Godfrey, H P; Knight, R G; Bishara, S N

    1991-01-01

    This study examined the relationship between level of social skill and family problem-solving behaviour in a group of 18, community dwelling, very severe closed head injury (CHI) patients who had suffered their injury at least 18 months previously, and who were still in contact with rehabilitation services. The main findings of this study were a positive relationship between CHI patients' level of social skill and their rate of positive effect, and an inverse relationship between the CHI patients' level of social skill and the rate of facilitative behaviour displayed by relatives during problem-solving interactions. It is suggested that socially unskilled CHI patients may be more demanding to interact with, and that this may cause a significant burden for their relatives.

  6. A social skills training program for preschool children with attention-deficit/hyperactivity disorder.

    PubMed

    Chang, Chia-Chen; Tsou, Kuo-Su; Shen, Winston W; Wong, Ching-Ching; Chao, Chia-Chen

    2004-12-01

    Many children with Attention-deficit/hyperactivity disorder (ADHD) have difficulties in regulating their emotions and maintaining good peer relations. It is important for children with ADHD to receive interventions as early as possible so that their social and emotional development can be achieved. Some social skills training programs for school-ages children with ADHD in Taiwan have shown positive results. However, such programs have not been applied to preschool children with ADHD yet and its applicability needs to be explored. In this report, we describe the clinical experience of conducting social skills training with 8 boys with ADHD (aged 4 to 6 years) and their parents. Eight weekly training sessions were conducted. Each session included a joint parent-child social skills training group (1 hour) and a parent group (40 minutes). After the training, most parents (75%) reported improvements in their children's behaviors. Clinical implications and limitations of this study are discussed. PMID:15754782

  7. Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review

    PubMed Central

    Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony

    2015-01-01

    Introduction Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. Objective To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. Methods A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. Conclusions The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments. PMID:26151362

  8. Social affiliation and negative symptoms in schizophrenia: Examining the role of behavioral skills and subjective responding.

    PubMed

    Blanchard, Jack J; Park, Stephanie G; Catalano, Lauren T; Bennett, Melanie E

    2015-10-01

    Schizophrenia is characterized by profound impairment in the motivation for social affiliation. Negative symptoms are associated with such impairment but the contribution of behavioral skill deficits is unclear. In this study we utilized a novel video paradigm to assess performance-based affiliative behavioral skills in individuals with schizophrenia (N=48) and community controls (N=29). Individuals with schizophrenia displayed significant impairment in behavioral affiliative skills compared to controls; however, in response to the affiliative interaction the groups did not differ on self-reported affective responding, appraisal of the interaction partner, or desire to interact with the partner in the future. Importantly, within the patient group more severe negative symptoms (particularly those related to motivation and pleasure) were associated with poorer affiliative social skills and this relationship was independent of instrumental (non-social) skills, depression or positive symptoms. More severe negative symptoms were also associated with less positive affect in response to the interaction and less positive appraisals of the interaction partner. Self-reported social anhedonia was related to patients' diminished willingness to interact with the partner in the future. These results demonstrate that negative symptoms in schizophrenia are related to both affiliative skill deficits and less affiliative subjective responses to interaction partners. PMID:26235753

  9. Language and communication skills in preschool children with autism spectrum disorders: contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability.

    PubMed

    Kjellmer, Liselotte; Hedvall, Åsa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof

    2012-01-01

    This study examined the contribution of cognitive function, severity of autism, and adaptive functioning to the variability in language and communication skills in 129 preschool children (aged 24-63 months) with autism spectrum disorder (ASD). Participants were selected from a representative research cohort of 208 preschool children on the basis of caregiver completion of the MacArthur-Bates Communicative Development Inventories (CDI). The children were classified into three cognitive groups: (a) Normal intelligence; (b) Developmental delay; and (c) Intellectual disability. Autism symptom severity was measured by the Autistic Behavior Checklist (ABC), and adaptive functioning by the Daily Living Skills (DLS) and Socialization (Soc) subscales from the Vineland Adaptive Behavior Scales. For each of five CDI variables (Phrases understood, Words understood, Words produced, Gestures and actions, and Language use), the contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability was examined. Cognition and age explained about half or more of the variance in the four verbal language CDI variables, but only about one fourth of the variance in the non-verbal communication variable Gestures and actions. Severity of autism symptoms and the two adaptive measures (DLS and Soc) each only accounted for a few percent more of the variance in the four CDI language variables; however, for Gestures and actions, an additional 11-21% of the variance was accounted for. In conclusion, for children with ASD, receptive and expressive language is mainly related to cognitive level, whereas non-verbal communication skills seem to also be related to severity of autism symptoms and adaptive functioning.

  10. Consequences and risks of <1000-g birth weight for neuropsychological skills, achievement, and adaptive functioning.

    PubMed

    Taylor, H Gerry; Klein, Nancy; Drotar, Dennis; Schluchter, Mark; Hack, Maureen

    2006-12-01

    A cohort of 219 children with extremely low birth weight (<1000 g, extremely low birth weight [ELBW]) born from 1992 to 1995 was followed to mean age 8 years to evaluate outcomes and identify risk factors. We compared 204 of these children with 176 term-born normal birth weight (NBW) controls on neuropsychological skills, academic achievement, and adaptive behavior. The ELBW group had worse outcomes than the NBW on all measures. Within the ELBW group, lower scores on NEPSY tests of executive function and memory were related to <750 g birth weight, B (SE) = -0.93 (0.36), p =.010; cranial ultrasound abnormality, B = -1.03 (0.22), p =.002; postnatal steroid therapy, B = -1.00 (0.33), p =.003; and necrotizing enterocolitis, B = -2.26 (0.75), p =.008. A lower score on the Test of Motor Proficiency was related to chronic lung disease, B = -7.33 (1.98), p <.001. Neuropsychological skills mediated the effects of neonatal risk on achievement and adaptive functioning. The findings document the neuropsychological consequences of ELBW at school age in a recently born cohort and identify risks for adverse outcomes.

  11. Analysis of Social Referencing Skills among Children with Autism

    ERIC Educational Resources Information Center

    Brim, Devorah; Townsend, Dawn Buffington; DeQuinzio, Jaime Ann; Poulson, Claire L.

    2009-01-01

    Social referencing, a form of nonverbal communication, involves seeking out discriminative stimuli provided by others about contingencies in an ambiguous context in order to respond in a manner that produces reinforcement. Although demonstrated by typically developing infants, social referencing is notably absent or impaired in individuals with…

  12. Measuring Social-Emotional Skills to Advance Science and Practice

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason

    2016-01-01

    The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…

  13. Enhancing the Conversation Skills of a Boy with Asperger's Disorder through Social Stories[TM] and Video Modeling

    ERIC Educational Resources Information Center

    Scattone, Dorothy

    2008-01-01

    This study combined Social Stories with video modeling in an effort to enhance the conversation skills of a boy with Asperger's Disorder. Treatment consisted of two components: (a) observation of video taped Social Stories that included two adults modeling targeted conversational skills and (b) 5-min social interactions. A multiple baseline design…

  14. Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

    ERIC Educational Resources Information Center

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

    2016-01-01

    This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

  15. Implementation of the Social Decision-Making Skills Curriculum on Primary Students (Grades 1-3) in Lebanon

    ERIC Educational Resources Information Center

    El Hassan, Karma; Mouganie, Zeina

    2014-01-01

    This study investigated the effect of the Social Decision-Making Skills Curriculum (SDSC) on the emotional intelligence and the prosocial behaviors of primary students in Grades 1-3, in a private school in Lebanon. Students were trained in social problem-solving and social decision-making skills through the implementation of the SDSC. Participants…

  16. The Assessment of Children's Social Skills through Self-Report: A Potential Screening Instrument for Classroom Use.

    ERIC Educational Resources Information Center

    Danielson, Carla Kmett; Phelps, Carolyn Roecker

    2003-01-01

    The Children's Self-Report Social Skills Scale (CS4), a 21-item instrument, was developed to measure children's perspectives on their own social skills. Test-retest reliability and internal consistency reliability of CS4 scores were .74 and .96, respectively. Principal component analysis revealed 3 reliable components: Social Rules, Likeability,…

  17. Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom

    ERIC Educational Resources Information Center

    Mazurik-Charles, Rebecca; Stefanou, Candice

    2010-01-01

    This study is an investigation of whether social skills training provided by paraprofessionals to elementary grade children with Autism Spectrum Disorders (ASD) in both partially and fully included classrooms can result in perceived gains in social skills as measured by teacher ratings. Results showed that several areas of social responsiveness…

  18. The Effects of a Social Skills Training Package on Social Engagement of Children with Autism Spectrum Disorders in a Generalized Recess Setting

    ERIC Educational Resources Information Center

    Radley, Keith C.; Ford, W. Blake; Battaglia, Allison A.; McHugh, Melissa B.

    2014-01-01

    The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public…

  19. Assessment of the Prosocial Behaviors of Young Children with Regard to Social Development, Social Skills, Parental Acceptance-Rejection and Peer Relationships

    ERIC Educational Resources Information Center

    Gulay, Hulya

    2011-01-01

    The aim of the study was prosocial behaviors of 5-6 years old children were investigated with regard to parental acceptance-rejection, peer relationships, general social development and social skills. The participants of the study included 277 5-6-year-old Turkish children and their parents. The Child Behavior Scale, Social Skills Form, Marmara…

  20. Attachment and Autonomy as Predictors of the Development of Social Skills and Delinquency During Midadolescence

    PubMed Central

    Allen, Joseph P.; Marsh, Penny; McFarland, Christy; McElhaney, Kathleen Boykin; Land, Deborah J.; Jodl, Kathleen M.; Peck, Sheryl

    2006-01-01

    This study examined adolescent attachment organization as a predictor of the development of social skills and delinquent behavior during midadolescence. Delinquent activity and skill levels were assessed for 117 moderately at-risk adolescents at ages 16 and 18, and maternal and adolescent attachment organization and autonomy in interactions were assessed at age 16. Adolescent attachment security predicted relative increases in social skills from age 16 to 18, whereas an insecure–preoccupied attachment organization predicted increasing delinquency during this period. In addition, preoccupied teens interacting with highly autonomous mothers showed greater relative decreases in skill levels and increases in delinquent activity over time, suggesting a heightened risk for deviance among preoccupied teens who may be threatened by growing autonomy in adolescent–parent interactions. PMID:11860056

  1. Social skills training with institutionalized severely and profoundly mentally retarded persons.

    PubMed

    Singh, N N; Winton, A S

    1983-01-01

    This paper examines the literature on training severely and profoundly retarded individuals in social skills. Experimental studies have focused mainly on three areas: (1) cooperative responding during play, (2) non-verbal physical or close-proximity interactions, and (3) conversational skills. Training procedures varied but usually involved combinations of physical and verbal prompting, modeling, shaping, and social and edible reinforcement. These studies provide strong evidence that severely and profoundly retarded individuals can be taught useful interpersonal skills and can sometimes even assist the development of these skills in their peers. In general, the studies were methodologically sound in terms of basic design and interobserver reliabilities but weak with respect to maintenance and follow-up procedures. Only some studies tested for generalization of treatment effects and only a few specifically trained for such generalization. PMID:6670874

  2. Humans have evolved specialized skills of social cognition: the cultural intelligence hypothesis.

    PubMed

    Herrmann, Esther; Call, Josep; Hernàndez-Lloreda, Maráa Victoria; Hare, Brian; Tomasello, Michael

    2007-09-01

    Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of social-cognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans' closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more "general intelligence," we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world. PMID:17823346

  3. Adaptive disengagement buffers self-esteem from negative social feedback.

    PubMed

    Leitner, Jordan B; Hehman, Eric; Deegan, Matthew P; Jones, James M

    2014-11-01

    The degree to which self-esteem hinges on feedback in a domain is known as a contingency of self-worth, or engagement. Although previous research has conceptualized engagement as stable, it would be advantageous for individuals to dynamically regulate engagement. The current research examined whether the tendency to disengage from negative feedback accounts for variability in self-esteem. We created the Adaptive Disengagement Scale (ADS) to capture individual differences in the tendency to disengage self-esteem from negative outcomes. Results demonstrated that the ADS is reliable and valid (Studies 1 and 2). Furthermore, in response to negative social feedback, higher scores on the ADS predicted greater state self-esteem (Study 3), and this relationship was mediated by disengagement (Study 4). These findings demonstrate that adaptive disengagement protects self-esteem from negative outcomes and that the ADS is a valid measure of individual differences in the implementation of this process.

  4. Adaptive disengagement buffers self-esteem from negative social feedback.

    PubMed

    Leitner, Jordan B; Hehman, Eric; Deegan, Matthew P; Jones, James M

    2014-11-01

    The degree to which self-esteem hinges on feedback in a domain is known as a contingency of self-worth, or engagement. Although previous research has conceptualized engagement as stable, it would be advantageous for individuals to dynamically regulate engagement. The current research examined whether the tendency to disengage from negative feedback accounts for variability in self-esteem. We created the Adaptive Disengagement Scale (ADS) to capture individual differences in the tendency to disengage self-esteem from negative outcomes. Results demonstrated that the ADS is reliable and valid (Studies 1 and 2). Furthermore, in response to negative social feedback, higher scores on the ADS predicted greater state self-esteem (Study 3), and this relationship was mediated by disengagement (Study 4). These findings demonstrate that adaptive disengagement protects self-esteem from negative outcomes and that the ADS is a valid measure of individual differences in the implementation of this process. PMID:25189323

  5. Social Skills in Adults with AD/HD

    MedlinePlus

    ... often struggle in social situations. Interacting successfully with peers and significant adults is one of the most ... percent of children with ADHD have difficulty with peer relationships. Over 25 percent of Americans experience chronic ...

  6. Self-reported social skills impairment explains elevated autistic traits in individuals with generalized social anxiety disorder.

    PubMed

    Tonge, Natasha A; Rodebaugh, Thomas L; Fernandez, Katya C; Lim, Michelle H

    2016-03-01

    Screening for autism in individuals with generalized social anxiety disorder (GSAD) is complicated by symptom overlap between GSAD and autism spectrum disorder (ASD). We examined the prevalence of self-reported autistic traits within a sample of participants with a diagnosis of GSAD (n=37) compared to individuals without a GSAD diagnosis (NOSAD; n=26). Of the GSAD sample participants, 70.84% self-reported autistic traits above a cut-off of 65 on the Autism Quotient-Short (AQ-S) and reported significantly more autistic traits on 3 of 5 AQ-S subscales compared to the NOSAD group. Diagnosis uniquely predicted variation in the social skills subscale above and beyond the other subscales and other predictors. Furthermore, variation in the social skills subscale largely explained group differences on the other subscales. Our results suggest caution in utilizing measures like the AQ-S with clinical populations characterized by social difficulties such as individuals with a GSAD diagnosis.

  7. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills.

    PubMed

    Arnold, David H; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

  8. The Association between Preschool Children’s Social Functioning and Their Emergent Academic Skills

    PubMed Central

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children’s aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children’s social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children’s social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children’s self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. PMID:23002324

  9. The relation of parent-child interaction qualities to social skills in children with and without autism spectrum disorders.

    PubMed

    Haven, Erin L; Manangan, Christen N; Sparrow, Joanne K; Wilson, Beverly J

    2014-04-01

    This study examined associations between parent-child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent-child interaction qualities would be related to children's social skills and would mediate the negative relation between children's developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent-child cohesiveness. Emotional support and cohesiveness were significantly related to children's social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R (2) = .29, p = .02, and R (2) = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children's developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children's social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. PMID:24072662

  10. Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder.

    PubMed

    Russo-Ponsaran, Nicole M; McKown, Clark; Johnson, Jason K; Allen, Adelaide W; Evans-Smith, Bernadette; Fogg, Louis

    2015-10-01

    Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. PMID:25683488

  11. [Spanish adaptation of a perceived Social Support Scale in sportspeople].

    PubMed

    Pedrosa, Ignacio; García-Cueto, Eduardo; Suárez-Álvarez, Javier; Pérez Sánchez, Blanca

    2012-01-01

    Social support is a variable that has a great influence in the sport context. In fact, this variable not only affects the athlete's performance but it has also shown to be related to psychological disorders such as Burnout Syndrome. The aim of this paper was to illustrate the Spanish adaptation of a social support scale in the sport context. The normative group who took part in the final version of the research was composed of 397 athletes aged between 13 and 64 years old (mean= 19.23 and standard deviation= 6.67). The scale shows: adequate factorial and construct validity, acceptable fit indexes (Kaiser-Meyer-Olkin= 0.785, Root Mean Square Residual= 0.078; Kelly's criterion= 0.075), a negative correlation with the dimensions of burnout and no relationship with respect to self-esteem. In addition, it also shows high reliability (a= 0.88). Furthermore, statistically significant differences have been found in relation to genders - where women require greater social support. In contrast, males tend to display a lower level of social support with team players and international athletes. Moreover, differential item functioning (DIF) was carried out to explore sex bias, however, none of the items exhibit DIF problems.

  12. Oxytocin and Social Adaptation: Insights from Neuroimaging Studies of Healthy and Clinical Populations.

    PubMed

    Ma, Yina; Shamay-Tsoory, Simone; Han, Shihui; Zink, Caroline F

    2016-02-01

    Adaptation to the social environment is critical for human survival. The neuropeptide oxytocin (OT), implicated in social cognition and emotions pivotal to sociality and well-being, is a promising pharmacological target for social and emotional dysfunction. We suggest here that the multifaceted role of OT in socio-affective processes improves the capability for social adaptation. We review OT effects on socio-affective processes, with a focus on OT-neuroimaging studies, to elucidate neuropsychological mechanisms through which OT promotes social adaptation. We also review OT-neuroimaging studies of individuals with social deficits and suggest that OT ameliorates impaired social adaptation by normalizing hyper- or hypo-brain activity. The social adaption model (SAM) provides an integrative understanding of discrepant OT effects and the modulations of OT action by personal milieu and context.

  13. Oxytocin and Social Adaptation: Insights from Neuroimaging Studies of Healthy and Clinical Populations.

    PubMed

    Ma, Yina; Shamay-Tsoory, Simone; Han, Shihui; Zink, Caroline F

    2016-02-01

    Adaptation to the social environment is critical for human survival. The neuropeptide oxytocin (OT), implicated in social cognition and emotions pivotal to sociality and well-being, is a promising pharmacological target for social and emotional dysfunction. We suggest here that the multifaceted role of OT in socio-affective processes improves the capability for social adaptation. We review OT effects on socio-affective processes, with a focus on OT-neuroimaging studies, to elucidate neuropsychological mechanisms through which OT promotes social adaptation. We also review OT-neuroimaging studies of individuals with social deficits and suggest that OT ameliorates impaired social adaptation by normalizing hyper- or hypo-brain activity. The social adaption model (SAM) provides an integrative understanding of discrepant OT effects and the modulations of OT action by personal milieu and context. PMID:26616296

  14. Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD.

    PubMed

    Rice, Linda Marie; Wall, Carla Anne; Fogel, Adam; Shic, Frederick

    2015-07-01

    This study examined the extent to which a computer-based social skills intervention called FaceSay was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner.

  15. Effects of Systematic Social Skill Training on the Social-Communication Behaviors of Young Children with Autism during Play Activities

    ERIC Educational Resources Information Center

    Maddox, Laura L.

    2010-01-01

    A systematic social skills training intervention to teach reciprocal sharing was designed and implemented with triads of preschool-age children, including one child with an autism spectrum disorder (ASD) and two untrained classroom peers who had no delays or disabilities. A multiple-baseline research design was used to evaluate effects of the…

  16. Multirater Congruence on the Social Skills Rating System: Mother, Father, and Teacher Assessments of Urban Head Start Children's Social Competencies.

    ERIC Educational Resources Information Center

    Fagan, Jay; Fantuzzo, John W.

    1999-01-01

    Examined relationships between parent and teacher and between mother and father Social Skills Rating System (SSRS) reports for 134 urban Head Start children to assess the cross-informant capacity of the SSRS. Found an insignificant relationship between parent and teacher SSRS ratings; found significant congruence between mothers' and fathers'…

  17. The Importance of Language, Social, and Behavioral Skills across Early and Later Childhood as Predictors of Social Competence with Peers

    ERIC Educational Resources Information Center

    Hebert-Myers, Heather; Guttentag, Cathy L.; Swank, Paul R.; Smith, Karen E.; Landry, Susan H.

    2006-01-01

    This study examined the role of language, attention/impulse control, and mother-child play in predicting later peer competence by assessing 252 children at ages 3 and 8 years. Children born term (n = 90) or preterm (n = 162) were included to examine the question of how variability in skills influenced social outcomes and whether relations were…

  18. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    PubMed

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  19. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    PubMed

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood. PMID:26267439

  20. The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: the UCLA PEERS (®) Program.

    PubMed

    Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-09-01

    Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS (®) ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS (®) treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS (®) treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all.

  1. Randomized Comparative Trial of a Social Cognitive Skills Group for Children With Autism Spectrum Disorder

    PubMed Central

    Soorya, Latha V.; Weinger, Paige M.; Beck, Todd; Soffes, Sarah; Halpern, Danielle; Gorenstein, Michelle; Kolevzon, Alexander; Buxbaum, Joseph; Wang, A. Ting

    2015-01-01

    Objective This study evaluated the efficacy of a targeted social skills training group in school-aged children with autism spectrum disorder (ASD). The intervention, NETT (Nonverbal communication, Emotion recognition, and Theory of mind Training), is a 12-session cognitive-behavioral intervention (CBI) for verbal, school-aged children targeting ASD-specific social behavioral impairments. Method Sixty-nine children with ASD, 8 to 11 years of age with verbal IQs greater than 70, participated in a randomized comparative trial to examine the efficacy of NETT relative to a facilitated play group. Treatment outcomes included caregiver reports of social behavior and neuropsychological assessments of social cognition conducted by blinded raters. Outcomes were collected at baseline, endpoint, and three months posttreatment. Results Significant improvements were found on social behavior outcomes such as nonverbal communication, empathic responding, and social relations in the NETT condition relative to the active control at endpoint. Verbal IQ and age moderated the interaction effect on social behavior with higher verbal IQ and older age associated with improvements in the CBI condition. No significant improvements were found on social cognitive outcomes. No significant group differences were found at three-month follow-up conducted with approximately half the sample (n=34). Conclusion These data indicate that targeted CBI social skills groups such as NETT improve social communication deficits in verbal, school-aged children with ASD. The moderating effects of high verbal IQ suggest a need to consider participant and treatment characteristics associated with outcomes in future studies. PMID:25721186

  2. Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism

    NASA Astrophysics Data System (ADS)

    Nikolopoulos, Chris; Kuester, Deitra; Sheehan, Mark; Dhanya, Sneha

    This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations.

  3. Teaching Social Interaction Skills: Perspectives on Cross-Sex Communication.

    ERIC Educational Resources Information Center

    Scott, Kathryn P.

    While the literature on the social development of children has increasingly stressed the importance of peer relationships, little research has examined the influence of peers in sex role development. Sex segregation in children's play from preschool through the elementary years remains the norm even though we live in a society that is increasingly…

  4. Giving Youth the Social and Emotional Skills to Succeed

    ERIC Educational Resources Information Center

    Deerin, Ginny

    2005-01-01

    In these days of tremendous political pressure for results measured by standardized tests, time constraints can make social and emotional learning (SEL) a difficult undertaking for many classroom teachers. It seemed that after-school programs would be effective learning environments for supplying the missing piece in children's education. In this…

  5. Online Social Networks and Computer Skills of University Students

    ERIC Educational Resources Information Center

    Barbas, Maria Potes; Valerio, Gabriel; Rodríguez-Martínez, María del Carmen; Herrera-Murillo, Dagoberto José; Belmonte-Jiménez, Ana María

    2014-01-01

    Currently a large number of college students belong to social networks and spend several hours a week on them. Some sectors of society, like parents and teachers, are concerned about the negative impact on their academic work and in their personal lives. However, because the potential positive impacts have not been explored enough, this research…

  6. Trajectories of Postpartum Maternal Depressive Symptoms and Children's Social Skills

    ERIC Educational Resources Information Center

    Wu, Yelena P.; Selig, James P.; Roberts, Michael C.; Steele, Ric G.

    2011-01-01

    The vast majority of new mothers experience at least some depressive symptoms. Postpartum maternal depressive symptoms can greatly influence children's outcomes (e.g., emotional, cognitive, language, and social development). However, there have been relatively few longitudinal studies of how maternal depressive symptoms may influence children's…

  7. Social-Emotional Skills Can Boost Common Core Implementation

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2014-01-01

    The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

  8. Social Skills Assessment and Intervention for Children and Youth

    ERIC Educational Resources Information Center

    Gresham, Frank M.

    2016-01-01

    Children and youth with deficits in social competence present substantial challenges for schools, teachers, parents and peers. These challenges cut across disciplinary, instructional and interpersonal domains and they frequently create chaotic home, school and classroom environments. Schools are charged with teaching an increasingly diverse…

  9. "You Got It!" Teaching Social and Emotional Skills

    ERIC Educational Resources Information Center

    Fox, Lise; Lentini, Rochelle Harper

    2006-01-01

    Universal classroom practices include developmentally appropriate, child-centered classroom environments that promote children's developing independence, successful interactions, and engagement in learning. While universal practices may be enough to promote the development of social competence in the majority of children in the classroom, teachers…

  10. Children's Type A Behavior and Teacher Ratings of Social Skills.

    ERIC Educational Resources Information Center

    Jose, Paul E.; Langer, Beth A.

    Research has indicated that some Type A individuals lack social support networks; this study was designed to determine whether an alienating aspect of Type A behavior pattern (TABP) is evident in grade school children. As part of the study, two commonly used TABP scales for children, the Matthews Youth Test for Health (MYTH) Scale and the Hunter…

  11. Generalization of Skills through the Addition of Individualized Coaching: Development and Evaluation of a Social Skills Training Program in a Rural Setting

    ERIC Educational Resources Information Center

    Gottlieb, Jennifer D.; Pryzgoda, Jayde; Neal, Andrea; Schuldberg, David

    2005-01-01

    There has been recent interest in adding interventions that aid in skill generalization to standard social skills training programs for schizophrenia. Some of these adjunctive interventions are very comprehensive and clearly promising (e.g., IVAST; Liberman, Glynn, Blair, Ross, & Marder, 2002), but their overall cost-effectiveness and feasibility…

  12. The Effects of Working at Gaining Employment Skills on the Social and Vocational Skills of Adolescents with Disabilities: A School-Based Intervention

    ERIC Educational Resources Information Center

    Murray, Christopher; Doren, Bonnie

    2013-01-01

    The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES…

  13. An Analysis of the Effects of Communication Skills Training Provided to the Mothers of Six-Year-Old Children on the Social Skills of Children

    ERIC Educational Resources Information Center

    Erbay, Filiz; Arslan, Emel; Cagdas, Aysel

    2011-01-01

    This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post- tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of…

  14. The Well-Being of Nations: The Role of Human and Social Capital. Education and Skills.

    ERIC Educational Resources Information Center

    Healy, Tom; Cote, Sylvain

    In a rapidly changing world, the success of nations, communities, and individuals may be linked, more than ever before, to how they adapt to change, learn, and share knowledge. This report helps clarify the concepts of human and social capital and evaluates their impact on economic growth and well being. Although the evidence on social capital is…

  15. WWC Review of the Report "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2015

    2015-01-01

    For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…

  16. Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis.

    PubMed

    Pingault, Jean-Baptiste; Tremblay, Richard E; Vitaro, Frank; Japel, Christa; Boivin, Michel; Côté, Sylvana M

    2015-01-01

    This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child-care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This "catch-up" effect from the perspective of children's adaptation to the social group is discussed.

  17. Social skills training and computer-assisted cognitive remediation in schizophrenia.

    PubMed

    Kurtz, Matthew M; Mueser, Kim T; Thime, Warren R; Corbera, Silvia; Wexler, Bruce E

    2015-03-01

    A growing body of research shows that cognitive remediation (COG REM), consisting of drill-and-practice and/or strategy training in neurocognitive functions, produces moderate improvements in neurocognition. These improvements generalize to functioning when COG REM is provided with other rehabilitation interventions (Wykes et al., 2011). The number of studies using COG REM as an adjunct to other behavioral-based rehabilitation interventions however remains small and consists of widely varying interventions with few active control conditions. This study compared the effects of an extended (6-month), standardized, computer-assisted cognitive remediation intervention, administered along with a standardized program of social skills-training (SST), with those of an active control condition that included participation in the same SST program and a computer skills training program (Computer Skills). Sixty-four individuals with schizophrenia recruited from two treatment sites were randomly assigned to one of two conditions and were assessed by blinded raters on neurocognitive measures, performance-based measures of social skill, and ratings of psychosocial function before and after treatment. Results revealed that the COG REM group improved significantly more in attention, working memory, and empathy than the Computer Skills group, but there were no differences between groups on other measures of psychosocial functioning or skills. Taken together, these findings suggest that COG REM used in the context of other evidence-based psychosocial interventions (SST) improves working memory in schizophrenia and suggests that this effect may generalize to improved empathy.

  18. Cognitive adaptation to the experience of social and cultural diversity.

    PubMed

    Crisp, Richard J; Turner, Rhiannon N

    2011-03-01

    Diversity is a defining characteristic of modern society, yet there remains considerable debate over the benefits that it brings. The authors argue that positive psychological and behavioral outcomes will be observed only when social and cultural diversity is experienced in a way that challenges stereotypical expectations and that when this precondition is met, the experience has cognitive consequences that resonate across multiple domains. A model, rooted in social categorization theory and research, outlines the preconditions and processes through which people cognitively adapt to the experience of social and cultural diversity and the resulting cross-domain benefits that this brings. Evidence is drawn from a range of literatures to support this model, including work on biculturalism, minority influence, cognitive development, stereotype threat, work group productivity, creativity, and political ideology. The authors bring together a range of differing diversity experiences and explicitly draw parallels between programs of research that have focused on both perceiving others who are multicultural and being multicultural oneself. The findings from this integrative review suggest that experiencing diversity that challenges expectations may not only encourage greater tolerance but also have benefits beyond intergroup relations to varied aspects of psychological functioning.

  19. Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models

    PubMed Central

    Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

    2015-01-01

    Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621

  20. Social skills: a factor of protection against eating disorders in adolescentes.

    PubMed

    Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

    2015-11-01

    The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders.

  1. Social skills: a factor of protection against eating disorders in adolescentes.

    PubMed

    Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

    2015-11-01

    The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders. PMID:26602727

  2. A trial of an iPad™ intervention targeting social communication skills in children with autism.

    PubMed

    Fletcher-Watson, Sue; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catherine; O'Hare, Anne; Pain, Helen; McConachie, Helen

    2016-10-01

    This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent-child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad(™) apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains.

  3. A trial of an iPad™ intervention targeting social communication skills in children with autism

    PubMed Central

    Fletcher-Watson, Sue; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catherine; O’Hare, Anne; Pain, Helen; McConachie, Helen

    2015-01-01

    This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent–child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains. PMID:26503990

  4. Impact of social problem-solving training on aggressive boys: skill acquisition, behavior change, and generalization.

    PubMed

    Guevremont, D C; Foster, S L

    1993-02-01

    This study examined the impact of social problem-solving training on the behavior of five aggressive boys. Acquisition of problem-solving skills and changes in classroom behavior were evaluated using multiple-baseline designs within and across subjects. A generalization-programming procedure to promote the use of problem-solving skills in the natural environment was introduced across children in multiple-baseline fashion. Direct observation and behavior ratings were used to evaluate the treatment. Results indicated that each subject acquired the problem-solving skills at levels comparable to well-adjusted peers. Only one child showed behavioral improvement coincident with problem-solving skill acquisition. Three others showed moderate behavior change after the generalization-programming procedure was introduced. Only one child's gains on teacher ratings were maintained at the 6-month followup. The results suggest that cognitive-behavioral treatment of childrens' aggressive behavior may produce changes of limited magnitude and durability.

  5. Adaptation of Problem-Solving Skills Training (PSST) for Parent Caregivers of Youth with Chronic Pain

    PubMed Central

    Palermo, Tonya M.; Law, Emily F.; Essner, Bonnie; Jessen-Fiddick, Tricia; Eccleston, Christopher

    2014-01-01

    Research on the experience of parents caring for a child with chronic pain indicates that high levels of parental role stress, feelings of frustration over an inability to help, and psychological distress are common. Moreover, parental distress adversely influences child adjustment to chronic pain. Therefore, intervening with parents of youth with chronic pain may, in turn, result in positive outcomes for children in their ability to engage in positive coping strategies, reduce their own distress, and to function competently in their normal daily lives. Our aim was to adapt an intervention, Problem-Solving Skills Training, previously proven effective in reducing parental distress in other pediatric illness conditions to the population of caregivers of youth with chronic pain. In the first phase, the intervention was adapted based on expert review of the literature and review of parent responses on a measure of pain-related family impact. In the second phase, the intervention was tested in a small group of parents to evaluate feasibility, determined by response to treatment content, ratings of acceptability, and ability to enroll and deliver the treatment visits. This phase included piloting the PSST intervention and all outcome measures at pre-treatment and immediately post-treatment. In an exploratory manner we examined change in parent distress and child physical function and depression from pre- to post-treatment. Findings from this feasibility study suggest that PSST can be implemented with parents of youth with chronic pain, and they find the treatment acceptable. PMID:25422795

  6. Adaptation of Problem-Solving Skills Training (PSST) for Parent Caregivers of Youth with Chronic Pain.

    PubMed

    Palermo, Tonya M; Law, Emily F; Essner, Bonnie; Jessen-Fiddick, Tricia; Eccleston, Christopher

    2014-09-01

    Research on the experience of parents caring for a child with chronic pain indicates that high levels of parental role stress, feelings of frustration over an inability to help, and psychological distress are common. Moreover, parental distress adversely influences child adjustment to chronic pain. Therefore, intervening with parents of youth with chronic pain may, in turn, result in positive outcomes for children in their ability to engage in positive coping strategies, reduce their own distress, and to function competently in their normal daily lives. Our aim was to adapt an intervention, Problem-Solving Skills Training, previously proven effective in reducing parental distress in other pediatric illness conditions to the population of caregivers of youth with chronic pain. In the first phase, the intervention was adapted based on expert review of the literature and review of parent responses on a measure of pain-related family impact. In the second phase, the intervention was tested in a small group of parents to evaluate feasibility, determined by response to treatment content, ratings of acceptability, and ability to enroll and deliver the treatment visits. This phase included piloting the PSST intervention and all outcome measures at pre-treatment and immediately post-treatment. In an exploratory manner we examined change in parent distress and child physical function and depression from pre- to post-treatment. Findings from this feasibility study suggest that PSST can be implemented with parents of youth with chronic pain, and they find the treatment acceptable.

  7. The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills

    ERIC Educational Resources Information Center

    Ahmetoglu, Emine; Acar, Ibrahim H.

    2016-01-01

    The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…

  8. Social Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism

    ERIC Educational Resources Information Center

    Tse, Jeanie; Strulovitch, Jack; Tagalakis, Vicki; Meng, Linyan; Fombonne, Eric

    2007-01-01

    The effectiveness of a social skills training group for adolescents with Asperger syndrome and high-functioning autism (AS/HFA) was evaluated. Parents of six groups of adolescents (n = 46, 61% male, mean age 14.6) completed questionnaires immediately before and after the 12-week group. Parents and adolescents were surveyed regarding their…

  9. Targeting Social Skills Deficits in an Adolescent with Pervasive Developmental Disorder

    ERIC Educational Resources Information Center

    Hagopian, Louis P.; Kuhn, David E.; Strother, Geri E.

    2009-01-01

    Social skills deficits are a defining feature of individuals diagnosed with autism and other pervasive developmental disorders (PDD), which can impair functioning and put the individual at higher risk for developing problem behavior (e.g., self-injury, aggression). In the current study, an adolescent with PDD displayed inappropriate social…

  10. The Efficacy of Social Skills Treatment for Children with Asperger Syndrome

    ERIC Educational Resources Information Center

    Elder, Lisa M.; Caterino, Linda C.; Chao, Janet; Shaknai, Dina; De Simone, Gina

    2006-01-01

    Children with Asperger Syndrome present with significant social skills deficits, which may contribute to clinical problems such as anxiety, depression, and/or other behavioral disorders. This article provides a description of the nature of Asperger Syndrome and provides possible treatment interventions, specifically focusing on the efficacy of…

  11. Perceptions of Educators Regarding Direct Social Skills Instruction for Students with Disabilities

    ERIC Educational Resources Information Center

    Kok, Amor

    2014-01-01

    As mandated by state and federal laws, students with disabilities have been mainstreamed into a general educational setting. The problem was these students exhibited behavior that interfered with their learning or the learning of other students. The perception of educators and administrators regarding social skills instruction for students with…

  12. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  13. Social Skills as Precursors of Cannabis Use in Young Adolescents: A Trails Study

    ERIC Educational Resources Information Center

    Griffith-Lendering, Merel F. H.; Huijbregts, Stephan C. J.; Huizink, Anja C.; Ormel, Hans; Verhulst, Frank C.; Vollebergh, Wilma A. M.; Swaab, Hanna

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre)adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset of cannabis use, and frequency of use at follow-up…

  14. The Effect of Cooperative Learning Strategies on Elementary Students' Science Achievement and Social Skills in Kuwait

    ERIC Educational Resources Information Center

    Ebrahim, Ali

    2012-01-01

    This study compares the effects of two methods of teaching--teacher-centered and cooperative learning--on students' science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4…

  15. A New Framework for Systematic Reviews: Application to Social Skills Interventions for Preschoolers with Autism

    ERIC Educational Resources Information Center

    Goldstein, Howard; Lackey, Kimberly C.; Schneider, Naomi J. B.

    2014-01-01

    This review presents a novel framework for evaluating evidence based on a set of parallel criteria that can be applied to both group and single-subject experimental design (SSED) studies. The authors illustrate use of this evaluation system in a systematic review of 67 articles investigating social skills interventions for preschoolers with autism…

  16. Children's Communication and Socialization Skills by Types of Early Education Experiences

    ERIC Educational Resources Information Center

    Lee, Joohi; Fox, Jill

    2009-01-01

    This study is an investigation of children's communication skills and socialization by the types of their early education experiences (e.g., child care centers, private schools, public schools, home, or other). A total of 244 children (average age: 61 months) and their parents participated in this study. According to the results of this study,…

  17. Undergraduate Social Work Students: Learning Interviewing Skills in a Hybrid Practice Class

    ERIC Educational Resources Information Center

    Barclay, Barbara

    2012-01-01

    This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study consisted of 19 students enrolled in a practice course blending web-based and face-to-face (f2f) meetings (4 of 15 f2f) within a large urban college. As part of…

  18. The Effect of Early Noncognitive Skills on Social Outcomes in Adolescence

    ERIC Educational Resources Information Center

    Coneus, Katja; Laucht, Manfred

    2014-01-01

    This paper investigates the impact of early noncognitive skills on social outcomes in adolescence. The child's attention span, approach, prevailing mood and distractibility in early childhood may be crucial predictors for school achievements, health risk behavior, delinquency and autonomy as adolescent. We investigate this issue using a…

  19. Developing the 21st-Century Social Studies Skills through Technology Integration

    ERIC Educational Resources Information Center

    Farisi, Mohammad Imam

    2016-01-01

    Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS) should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration…

  20. [Effects of a meditation program (mindfulness) on the measure of alexithymia and social skills].

    PubMed

    de la Fuente Arias, Manuel; Franco Justo, Clemente; Salvador Granados, Margarita

    2010-08-01

    This study aimed to determine whether training in meditation (mindfulness) produced effects on measures of alexithymia and social skills in a group of students. The results indicated that the meditation program produced significant differences in the variable social skills and in five of its factors at posttest. In the intra-analysis, the differences were significant both in alexithymia and in social skills, and in all its factors in the experimental group, and no significant differences were observed in the control group. The percentages of change in the experimental group presented reductions in the total score of alexithymia and its three factors of about 20% and an increase in the variable social skills and its six factors ranging between 15.96 and 22.60%. In the control group, the two variables and their factors ranged from -0.14 to 4.43%. These results should be considered with caution as the study sample was non-clinical and relatively small; therefore, these results should be confirmed with larger samples and patients with high alexithymia.