Fisher, Sycarah D.; Reynolds, Jennifer L.; Sheehan, Chelsea E.
Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study…
Ventola, Pamela; Saulnier, Celine A.; Steinberg, Elizabeth; Chawarska, Katarzyna; Klin, Ami
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…
Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike
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…
Olaz, Fabián Orlando; Medrano, Leonardo; Greco, María Eugenia; Del Prette, Zilda Aparecida Pereira
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.
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…
Matson, Johnny L.; Terlonge, Cindy; Gonzalez, Melissa L.; Rivet, Tessa
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…
Washington, Charles W., Ed.
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…
Eslami, Ahmad Ali; Amidi Mazaheri, Maryam; Mostafavi, Firoozeh; Abbasi, Mohamad Hadi; Noroozi, Ensieh
Objective: Assessment of social skills is a necessary requirement to develop and evaluate the effectiveness of cognitive and behavioral interventions. This paper reports the cultural adaptation and psychometric properties of the Farsi version of the social skills rating system-secondary students form (SSRS-SS) questionnaire (Gresham and Elliot, 1990), in a normative sample of secondary school students. Methods: A two-phase design was used that phase 1 consisted of the linguistic adaptation and in phase 2, using cross-sectional sample survey data, the construct validity and reliability of the Farsi version of the SSRS-SS were examined in a sample of 724 adolescents aged from 13 to 19 years. Results: Content validity index was excellent, and the floor/ceiling effects were low. After deleting five of the original SSRS-SS items, the findings gave support for the item convergent and divergent validity. Factor analysis revealed four subscales. Results showed good internal consistency (0.89) and temporal stability (0.91) for the total scale score. Conclusion: Findings demonstrated support for the use of the 27-item Farsi version in the school setting. Directions for future research regarding the applicability of the scale in other settings and populations of adolescents are discussed. PMID:25053964
Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.
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…
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…
Forness, Steven R.; Serna, Loretta A.; Kavale, Kenneth A.; Nielsen, Elizabeth
Describes the use of a self-determination curriculum for mental-health intervention and primary prevention for Head Start children. The curriculum addresses critical adaptive-skills domains, including social skills, self-evaluation, self-direction, networking or friendship, collaboration or support seeking, problem solving and decision making, and…
Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.
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.…
The relationship between specific narrative skills and social class was studied in a culturally and racially homogeneous sample (51 4-year olds), focusing on narratives of economically disadvantaged children. Children from disorganized, chaotic and disadvantaged households were most likely to produce minimal narratives that were poorly planned.…
Lynch, Sharon A.; Simpson, Cynthia G.
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…
Bohlander, Amy J; Orlich, Felice; Varley, Christopher K
This article summarizes the current literature on social skills training for children and adolescents with autism spectrum disorders. The article describes several different methods of social skills training, along with a summary of research findings on effectiveness. Interventions described include social skills groups, peer mentoring/training, social stories, and video modeling. The article also describes information about accessing social skills training services, and concludes with future directions and recommendations for pediatricians.
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…
Van Duijn, G.; Dijkxhoorn, Y.; Scholte, E. M.; Van Berckelaer-Onnes, I. A.
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…
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…
Marks, Susan Unok; Schrader, Carl; Levine, Mark; Hagie, Chris; Longaker, Trish; Morales, Maggie; Peters, Iris
This article shares some educational principles and strategies for teaching social skills to adolescents with Asperger's syndrome. Educators are urged to teach coping strategies, how to read social cues, and how to interpret social behavior. Also, they are encouraged to provide ample social opportunities and to create a safe and accepting learning…
Walker, Anne Nehlig; Barry, Tammy D.; Bader, Stephanie H.
The current study examined whether both parents and therapists perceived changes in adaptive social behaviors in children with an autism spectrum disorder (ASD) following a summer treatment camp. Participants included 12 children (11 male, 1 female; 83% Caucasian; aged 3-7 years) diagnosed with an ASD who attended a 4-week summer camp designed to…
Gamst-Klaussen, Thor; Rasmussen, Lene-Mari P.; Svartdal, Frode; Strømgren, Børge
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…
Choi, Dong Hwa; Md-Yunus, Sham'ah
This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with…
Aro, Tuija; Eklund, Kenneth; Nurmi, Jari-Erik; Poikkeus, Anna-Maija
Purpose: In the present study, the authors examined the prospective associations among early language skills, behavioral regulation skills, and 2 aspects of school-age social functioning (adaptability and social skills). Method: The study sample consisted of children with and without a familial risk for dyslexia. The authors analyzed the relations…
Goldstein, Thalia R.
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…
Weiss, M J; Harris, S L
The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baffling for people with autism. Researchers and practitioners of applied behavior analysis have tried a variety of strategies for teaching social skills. This article examines a range of useful procedures for teaching social skills to people with autism, including skills that are adult mediated, peer mediated, and child-with-autism mediated. The authors also consider the potential of classwide interventions in inclusive settings, pivotal response training, and the use of scripts to teach social initiations.
Kopelowicz, Alex; Liberman, Robert Paul; Zarate, Roberto
Social skills training consists of learning activities utilizing behavioral techniques that enable persons with schizophrenia and other disabling mental disorders to acquire interpersonal disease management and independent living skills for improved functioning in their communities. A large and growing body of research supports the efficacy and effectiveness of social skills training for schizophrenia. When the type and frequency of training is linked to the phase of the disorder, patients can learn and retain a wide variety of social and independent living skills. Generalization of the skills for use in everyday life occurs when patients are provided with opportunities, encouragement, and reinforcement for practicing the skills in relevant situations. Recent advances in skills training include special adaptations and applications for improved generalization of training into the community, short-term stays in psychiatric inpatient units, dually diagnosed substance abusing mentally ill, minority groups, amplifying supported employment, treatment refractory schizophrenia, older adults, overcoming cognitive deficits, and negative symptoms as well as the inclusion of social skills training as part of multidimensional treatment and rehabilitation programs. PMID:16885207
Müller, Rachel; Rauch, Alexandra; Cieza, Alarcos; Geyh, Szilvia
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.
Johns, Beverley H.; Crowley, E. Paula; Guetzloe, Eleanor
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…
Berg, Rober M.
Bloom's Taxonomy of Educational Objectives,'' the social studies inquiry model, reading comprehension skills, and the law-focused education case study methods can be seen as functionally related. (Author)
Seevers, Randy L.; Jones-Blank, Michelle
Most children learn social skills from interaction with others--other children, family members, friends, and adults. Some children with disabilities need to learn social skills more directly. This may include the use of a specific curriculum and the use of individualized methods. The purpose of this study was to explore the effects of social…
White, David J; Gersick, Andrew S; Snyder-Mackler, Noah
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.
White, David J.; Gersick, Andrew S.; Snyder-Mackler, Noah
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
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…
Grossi, Karyn; Habich, Jessica; Hackett, Megan; Petersen, Allison
Many children today are entering classrooms without the ability to interact effectively with others; this is often the result of inexperience with social settings. Without proper guidance, these children may become aggressive and disruptive, and are at risk for low self- esteem, poor mental health, dropping out of school, low achievement, poor…
Beauchamp, Miriam H.; Anderson, Vicki
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…
Acar, Cimen; Tekin-Iftar, Elif; Yikmis, Ahmet
An adapted alternating treatments design was used to compare mother-developed and delivered social stories and video modeling in teaching social skills to children with autism spectrum disorder (ASD). Mothers' opinions about the social validity of the study were also examined. Three mother-child dyads participated in the study. Results showed that…
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…
Postigo, Silvia; Gonzalez, Remedios; Mateu, Carmen; Montoya, Inmaculada
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…
Cook, Staci; And Others
A program for improving student social skills was implemented in three classrooms of lower-class kindergarten and second grade students at two schools in order to reduce the number of behavior problems. Student behavior is a nationwide educational concern, and the problem of inappropriate behavior at the schools was documented by teacher…
Jalongo, Mary Renck
Learning to work and play well with others truly is a lifelong goal with a foundation in the early childhood years. Effective early childhood educators recognize that supporting children's social competence and teaching them academic skills are compatible rather than competing goals; each grows and benefits from advances in the other. Together,…
Matson, Johnny L.; Wilkins, Jonathan
Social skill excesses and deficits have garnered considerable attention from researchers and clinicians over the last three decades. This trend is undoubtedly due to the central role these problems play in psychopathology and the general adjustment of children of all ages. Not surprisingly, these concerns and attention to such problems have also…
Carlson, Shelly; Johnson, Jennifer; Swift, Veronica
An action research project developed and implemented a program to improve student social skills. The targeted population consisted of students in fourth grade, sixth grade, and special education classrooms (n=46) in three different school districts. Income levels varied among school districts. Targeted behaviors included fighting, defiance, being…
McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard
Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…
Lytle, Richard Risser; And Others
A social skills training program for deaf adolescents was developed which stresses (1) observable positive social behaviors and (2) social problem-solving thinking skills. Pilot evaluation of the eight-week program with 35 male adolescents revealed that the experimental group scored significantly higher than controls on a test of social skills and…
Radley, Keith C; Ford, W Blake; McHugh, Melissa B; Dadakhodjaeva, Komila; O'Handley, Roderick D; Battaglia, Allison A; Lum, John D K
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.
Genetic counselors are trained health care professionals who effectively integrate both psychosocial counseling and information-giving into their practice. Preparing genetic counseling students for clinical practice is a challenging task, particularly when helping them develop effective and active counseling skills. Resistance to incorporating these skills may stem from decreased confidence, fear of causing harm or a lack of clarity of psycho-social goals. The author reflects on the personal challenges experienced in teaching genetic counselling students to work with psychological and social complexity, and proposes a Genetic Counseling Adaptation Continuum model and methodology to guide students in the use of advanced counseling skills.
Vogt, Paul; Haasdijk, Evert
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.
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…
What Works Clearinghouse, 2013
"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…
Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.
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…
Engelberg, Elisabeth; Sjöberg, Lennart
The present study investigated the extent to which inter-personal skills, personality, and emotional intelligence (EI) were related to the extent of usage of the Internet, as measured with the Internet Addiction Scale, on a sample of undergraduates. EI was assessed by performance measures derived from the identification and labeling of emotions as shown in pictures of facial expressions, and as interpreted from descriptions of social episodes. Use of the Internet was related to loneliness and adherence to idiosyncratic values (strong effects), and also to poorer balance between work and leisure and emotional intelligence (weaker effects). Big Five personality dimensions were also included in the study. No link was found between personality and usage of the Internet. Results suggest that frequent users tend to be lonely, to have deviant values, and to some extent to lack the emotional and social skills characteristic of high EI.
Focuses on methods of teaching toileting and independent eating skills to children with disabilities. Methods for teaching toileting skills include timed toileting, scheduled toileting, and the rapid technique. Methods for teaching self-feeding include systematic instruction, positioning techniques, and adaptive modifications. Notes that both…
Cohen, Mary Riggs
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…
Radley, Keith C.; Ford, W. Blake; McHugh, Melissa B.; Dadakhodjaeva, Komila; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D.
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…
Ciechalski, Joseph C.; Schmidt, Mary W.
Outlines a year-long study which sought to determine the effectiveness of social skills training on peer acceptance, self-esteem, social attraction, and self-confidence of students with disabilities. Social skills training with these students positively affected their social interactions and involvement with their nondisabled peers. (RJM)
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…
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…
Social skills are important for success in school as well as in life. Social skills training (SST) has been effective in teaching students required skills within the context of the training site, but often these have not generalized to additional settings (DuPaul & Eckert, 1994). This study researches the effect of adding self-management to an…
Legoff, Daniel B.; Sherman, Michael
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…
Stockhaus, Stuart, Ed.
Presented is a series of 88 lessons designed by classroom teachers to help junior high school students reinforce social studies skills. Lessons are categorized into four main skill areas: (1) using reference aids; (2) understanding tables, graphs, and cartoons; (3) developing graphic skills; and (4) evaluating information. For each skill area,…
Herbrecht, Evelyn; Poustka, Fritz; Birnkammer, Sabine; Duketis, Eftichia; Schlitt, Sabine; Schmötzer, Gabriele; Bölte, Sven
The objective of this pilot study was to evaluate the effectiveness of a group-based intervention aiming at improving social and communication skills in individuals with autism spectrum disorder. Over a period of 11 months, N = 17 children and adolescents received treatment according to the manualised Frankfurt Social Skills Training (KONTAKT). Parent, teacher, expert and blind expert ratings were assessed to judge outcome regarding peer interaction, autistic behaviours, adaptive functioning and family burden. The participants exhibited improvements pre to follow-up treatment, particularly in the area of autistic symptomatology. Effect sizes (partial eta squared) ranged from 0.02 to 0.69. Among other things, regression models showed a positive influence of IQ and language skills on gains in social skills. Findings indicate that KONTAKT might be useful for enhancing social skills and reducing autism-related psychopathology over time in different contexts. Nevertheless, controlled trials are needed to reassure its effectiveness.
Doctoroff, Greta L.; Fisher, Paige H.; Burrows, Bethany M.; Edman, Maria Tsepilovan
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…
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…
Clinton, M; Lunney, P; Edwards, H; Weir, D; Barr, J
Prompted by the continuing transition to community care, mental health nurses are considering the role of social support in community adaptation. This article demonstrates the importance of distinguishing between kinds of social support and presents findings from the first round data of a longitudinal study of community adaptation in 156 people with schizophrenia conducted in Brisbane, Australia. All clients were interviewed using the relevant subscales of the Diagnostic Interview Schedule to confirm a primary diagnosis of schizophrenia. The study set out to investigate the relationship between community adaptation and social support. Community adaptation was measured with the Brief Psychiatric Rating Scale (BPRS), the Life Skills Profile (LSP) and measures of dissatisfaction with life and problems in daily living developed by the authors. Social support was measured with the Arizona Social Support Interview Schedule (ASSIS). The BPRS and ASSIS were incorporated into a client interview conducted by trained interviewers. The LSP was completed on each client by an informal carer (parent, relative or friend) or a professional carer (case manager or other health professional) nominated by the client. Hierarchical regression analysis was used to examine the relationship between community adaptation and four sets of social support variables. Given the order in which variables were entered in regression equations, a set of perceived social support variables was found to account for the largest unique variance of four measures of community adaptation in 96 people with schizophrenia for whom complete data are available from the first round of the three-wave longitudinal study. A set of the subjective experiences of the clients accounted for the largest unique variance in measures of symptomatology, life skills, dissatisfaction with life, and problems in daily living. Sets of community support, household support and functional variables accounted for less variance
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.
Gooding, Lori F
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.
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…
Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim
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…
Bijstra, Jan O.; And Others
Examined the relationship between anxiety and performance dimensions of adolescents' social skills and their self-esteem, well-being, coping, and social support. Found that scores on a social skills measure and on measures of the four psychosocial factors were related. The social skills measure identified three subgroups (assertives,…
Vidoni, Carla; Ulman, Jerome D.
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…
McMahon, Camilla M; Solomon, Marjorie
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.
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 Programme…
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…
Selenski, Charlotte M.; Kaufman, Alan G.
Horizon House, a psycho-social rehabilitation center in Philadelphia, Pennsylvania, has developed a Clerical Preparatory Program which has simultaneously raised achievement levels in the areas of social competency and job skill proficiencies for its clients. (LH)
Turner, Samuel M.; And Others
Examined the rating behavior of Black and White judges within the context of a social skills training program for patients (N=12) diagnosed as schizophrenic. Results indicated that Black and White judges may rate various social behaviors differently. (LLL)
Bellini, Scott; Peters, Jessica K
Social skill deficits are a pervasive and enduring feature of autism spectrum disorders (ASD). As such, social skills training (SST) should be a critical component of programming for youth with ASD. A number of SST strategies exist, including those employing social stories, video modeling interventions, social problem solving, pivotal response training, scripting procedures, computer-based interventions, priming procedures, prompting procedures, and self-monitoring. This article summarizes each intervention strategy and provides results from several research studies. Social skills assessment is a crucial first step to SST, and a number of assessment measures are described. Meta-analytic reviews of the research provide further recommendations for successful SST programs.
Wu, Fan; Fraser, Mark W.; Guo, Shenyang; Day, Steven H.; Galinsky, Maeda J.
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…
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.…
Mondejar-Jimenez, Juan-Antonio; Cordente-Rodriguez, Maria; Lorenzo-Romero, Carlota; Mondejar-Jimenez, Jose; Vargas-Vargas, Manuel
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…
Jashar, Dasal Tenzin; Brennan, Laura A; Barton, Marianne L; Fein, Deborah
The current study compared adaptive and cognitive skills, and autism severity of toddlers with an autism spectrum disorder (ASD) diagnosis under DSM-IV but not DSM-5 criteria (DSM-IV only group) to those who met autism criteria under both diagnostic systems (DSM-5 group) and to those without ASD (non-ASD group). The toddlers in the DSM-IV only group were less delayed on various domains of adaptive (Communication, Socialization) and cognitive (Expressive and Receptive language, Fine Motor, Visual Reception) skills, and had less severe symptoms of ASD than the DSM-5 group. Thus, they might have the best potential for successful intervention. The DSM-IV only group did not differ from the non-ASD group in any adaptive or cognitive skills except for socialization skills, the hallmark of ASD.
Julian, Megan M.; McCall, Robert B.
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
Sharma, Sushama; Sigafoos, Jeff; Carroll, Annemaree
A study used the Matson Evaluation of Social Skills with Youngsters (MESSY) to assess social skills in 200 Indian children with visual impairments. The factor structure for the resulting 50-item Hindi MESSY was highly comparable to four of the five original factors of the English version of the MESSY. (Contains references.) (CR)
Guglielmo, Hindi M.; Tryon, Georgiana
Examines the effectiveness of a commercially available social skills training program plus classroom reinforcement for use with preschoolers with developmental delays. The combinations of training plus classroom reinforcement resulted in statistically significant increases in sharing behavior. Social skills interventions were viewed favorably by…
San Miguel, Stephanie K.; And Others
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…
Fetissoff, Kira; Kry, Jeannie; Skilling, Aryn
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…
Williams, Gregory J.; Reisberg, Leon
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…
Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.
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…
Alexander, Melissa G. F.; Dummer, Gail M.; Smeltzer, Ashley; Denton, Stephen J.
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…
Liu, Michelle Hsiu-Chen; Karp, Grace Goc; Davis, Debby
A lack of social skills may lead young children to have difficulties in establishing close relationships with their peers. This could lead to school maladjustment and academic failure. Research indicates that it is important for children to learn specific learning-related social skills (LRSS) to get along with others in order to succeed in the…
Hedley, Carolyn N.
Lists are provided of computer software for use by persons (elementary school through adult) with social learning deficits to increase competence in (1) personal and social awareness and skill; (2) business and career competencies; and (3) leisure time and sports activity, which often fosters human relations and communication skill. (VW)
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)…
Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio
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…
Fink, Elian; de Rosnay, Marc; Peterson, Candida; Slaughter, Virginia
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 System…
Sail, Rahim M.; Alavi, Khadijah
Purpose: The main purpose of this paper is to determine the extent of acquisition of knowledge on social skills and social values by trainers of institutes and coaches of industries in training of trainers (ToT) programmes. It has been ascertained that social skills and social values can and must be taught to apprentices to enhance their…
McMahon, Camilla M.; Solomon, Marjorie
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…
Angell, Maureen E.; Bailey, Rita L.; Larson, Laura
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…
Wenz-Gross, Melodie; Upshur, Carole
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…
Reader, Simon M.
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
Reader, Simon M
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.
Balthazar, Earl E.
The Balthazar Scales of Adaptive Behavior II (BSAB-II) provides a system for program development and evaluation and for social behavior assessment of profoundly and severely mentally retarded individuals as well as of the younger less retarded and emotionally disturbed individuals. The specimen set consists of six parts: a Manual, a Tally Sheet…
Puentes, W J
The nursing profession universally accepts the premise that effective communication skills are essential for RNs to function in any health care environment. This article discusses the use of social reminiscence as a teaching tool to encourage the development of these skills. Various approaches to teaching effective communication skills that have been discussed in the literature are described and evaluated. The rationale for social reminiscence to enhance communication is presented, and the teaching/learning experience is described. Finally, the strengths and weaknesses of using social reminiscence as a teaching tool are discussed.
Kloter, Evelyne; Dietz, Volker
The aim of this study was to explore the neural basis of adaptation, memory and skill transfer during human stepping over obstacles. Whilst walking on a treadmill, subjects had to perform uni- and bilateral obstacle steps. Acoustic feedback information about foot clearance was provided. Non-noxious electrical stimuli were applied to the right tibial nerve during the mid-stance phase of the right leg, i.e. 'prior' to the right or 'during' the left leg swing over the obstacle. The electromyogram (EMG) responses evoked by these stimuli in arm and leg muscles are known to reflect the neural coordination during normal and obstacle steps. The leading and trailing legs rapidly adapted foot clearance during obstacle steps with small further changes when the same obstacle condition was repeated. This adaptation was associated with a corresponding decrease in arm and leg muscle reflex EMG responses. Arm (but not leg) muscle EMG responses were greater when the stimulus was applied 'during' obstacle crossing by the left leg leading compared with stimulation 'prior' to right leg swing over the obstacle. A corresponding difference existed in arm muscle background EMG. The results indicate that, firstly, the somatosensory information gained by the performance and adaptation of uni- and bilateral obstacle stepping becomes transferred to the trailing leg in a context-specific manner. Secondly, EMG activity in arm and leg muscles parallels biomechanical adaptation of foot clearance. Thirdly, a consistently high EMG activity in the arm muscles during swing over the obstacle is required for equilibrium control. Thus, such a precision locomotor task is achieved by a context-specific, coordinated activation of arm and leg muscles for performance and equilibrium control that includes adaptation, memory and skill transfer.
Anderson, Deborah K.; Oti, Rosalind S.; Lord, Catherine; Welch, Kathleen
Adaptive social skills were assessed longitudinally at approximately ages 2, 3, 5, 9, and 13 years in a sample of 192 children with a clinical diagnosis of autism (n = 93), PDD-NOS (n = 51), or nonspectrum developmental disabilities (n = 46) at age 2. Growth curve analyses with SAS proc mixed were used to analyze social trajectories over time.…
Warren, Jared S.; Jackson, Yo; Sifers, Sarah K.
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…
Reiter, Shunit; Lapidot-Lefler, Noam
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:…
Schloss, Patrick J.
Teacher-made table and card games in which students work on such general skills areas as accepting and giving criticism or asking and answering questions can help promote positive social behaviors to handicapped students. (CL)
Beyer, Barry K.
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…
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…
Whang, Paula L.; And Others
Two learning disabled adolescents participated in training sessions designed to improve six social interaction skills (providing and accepting compliments, accepting instruction and criticism from a supervisor, providing constructive criticism, and explaining a problem to a supervisor). Ss increased these skills and generalized them to actual work…
Abdelrasoul, Mohamed Mahmoud Ibrahim
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…
Shkarayev, Maxim S.; Schwartz, Ira B.; Shaw, Leah B.
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).
Pereira-Lima, K; Loureiro, S R
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.
West, Simon; Schultz, Lisen; Bekessy, Sarah
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.
Freshman, Brenda; Rubino, Louis
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.
Nicolas, Michel; Bishop, Sheryl; Weiss, Karine; Gaudino, Marvin
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.
Cassidy, Brittany S; Dubé, Chad; Gutchess, Angela H
People adaptively shift decision criteria when given biased feedback encouraging specific types of errors. Given that work on this topic has been conducted in nonsocial contexts, we extended the literature by examining adaptive criterion learning in both social and nonsocial contexts. Specifically, we compared potential differences in criterion shifting given performance feedback from social sources varying in reliability and from a nonsocial source. Participants became lax when given false positive feedback for false alarms, and became conservative when given false positive feedback for misses, replicating prior work. In terms of a social influence on adaptive criterion learning, people became more lax in response style over time if feedback was provided by a nonsocial source or by a social source meant to be perceived as unreliable and low-achieving. In contrast, people adopted a more conservative response style over time if performance feedback came from a high-achieving and reliable source. Awareness that a reliable and high-achieving person had not provided their feedback reduced the tendency to become more conservative, relative to those unaware of the source manipulation. Because teaching and learning often occur in a social context, these findings may have important implications for many scenarios in which people fine-tune their behaviors, given cues from others.
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…
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…
Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia
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…
Schmidt, Majda; Prah, Alenka; Cagran, Branka
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…
Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.
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…
Chupp, Amy I.; Boes, Susan R.
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…
Collet-Klingenberg, Lana; Chadsey-Rusch, Janis
This study evaluated a cognitive-process approach used to train three secondary-aged students with moderate mental retardation on a social skill involving response to criticism. The cognitive-process approach teaches a generative process of social behavior rather than specific component behaviors; relies on receptive and expressive language…
Kain, Constance Jacobs; And Others
Because academic success alone does not ensure success in society, schools need to teach fundamental social skills, such as following instructions, accepting criticism or a consequence, accepting "no" for an answer, disagreeing appropriately, greeting someone, making a request, and getting the teacher's attention. Proper social behavior is not…
This article discusses the difficulty with which children with social disabilities establish and maintain friendships, as well as the significance of this difficulty within the school setting. Practical classroom strategies are illustrated, as well as interventions that target select social-skills deficits frequently encountered by students with…
Zhang, Kaili Chen
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…
Carlisle, Gretchen K.
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…
This paper proposes a definition of social skills in order to operationalize the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. It also presents current approaches to teaching social skills in employment settings. Social skills are defined as goal-oriented,…
Model Classrooms, Bellevue, WA.
This document contains the following seven facilitators' skill packets on personal skills: (1) personal hygiene; (2) personal appearance; (3) locker hygiene; (4) dorm cleanliness; (5) punctuality and attendance; (6) responding to supervision; and (7) teamwork. Each packet contains the following sections: definition of personal skills; objective;…
Tornatzky, Louis G.; Fairweather, George W.
New models of research and training combined with dissemination techniques can contribute to relevant social change. The Ecological Psychology Program at Michigan State University, a graduate training program which focuses on model building and implementation research, offers ideas on the plausability of social programming. The process would…
Willis, Clarissa A.; Schiller, Pam
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…
Denton, Jon J.
An overview is presented of systematic behavioral analysis as a method for modifying both social and cognitive behaviors through reinforcement. Various techniques are explained: response differentiation, shaping, chaining, fading, extinction, timeout, and response cost. (SJL)
Bowles, Terence V.
Social skills training is a long-standing intervention for adolescents with social anxiety, while self-esteem is often ignored. However, there is little evidence suggesting that those with social anxiety require social skills training or interventions associated with self-esteem. The aim of the research was to investigate whether social skills and…
Flynn, Lorna; Healy, Olive
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…
Legoff, Daniel B; Sherman, Michael
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.
Laugeson, Elizabeth A.; Frankel, Fred; Mogil, Catherine; Dillon, Ashley R.
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,…
Sani Bozkurt, Sunagul; Vuran, Sezgin
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…
Olcay-Gül, Seray; Tekin-Iftar, Elif
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…
Benham-Hutchins, Marge; Clancy, Thomas R
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.
Greenaway, R; Pring, L; Schepers, A; Isaacs, D P; Dale, N J
Studies in infants and young children with congenital visual impairment (VI) have indicated early developmental vulnerabilities, conversely research with older children and adults have highlighted areas of cognitive strength. A minimal amount is known, however, about the possible combination of strengths and weaknesses in adolescence, and this present study therefore aims to explore the neuropsychological presentation and adaptive behavior profile in high-functioning adolescents with congenital VI. Participants completed a battery of commonly used neuropsychological measures assessing memory, executive function, and attention. The measures utilized focused on auditory neuropsychological function, because only subtests that could be completed with auditory administration were suitable for this sample. Parents completed standardized measures of adaptive behavior, executive function, and social communication. Compared to aged-based norms for normal sight, adolescents with VI demonstrated strengths in aspects of working memory and verbal memory. Furthermore, performance across the neuropsychological battery was within or above the average range for the majority of the sample. In contrast, parent-report measures indicated areas of weakness in adaptive functioning, social communication, and behavioral executive functioning. Overall, this study provides preliminary evidence that relative to fully sighted peers, high-functioning adolescents with VI present with an uneven profile of cognitive and adaptive skills, which has important implications for assessment and intervention.
Beidel, Deborah C; Rao, Patricia A; Scharfstein, Lindsay; Wong, Nina; Alfano, Candice A
Social phobia is characterized as pervasive social timidity in social settings. Although much is known about this disorder, aspects of its clinical presentation remain unexplored, in particular characteristics that distinguish the generalized and non-generalized subtypes. For example, it remains unclear whether patients with the non-generalized subtype display social skills deficits in social interactions, and if so, are these deficits clinically, as well as statistically, significant? In this study, adults with either the non-generalized (NGSP; n=60) or generalized (GSP; n=119) subtype of social phobia and adults with no psychological disorder (n=200) completed an extensive behavioral assessment of social skill and social anxiety. As expected, adults with NGSP and GSP reported equal distress and displayed similar rates of avoidance during an Impromptu Speech Task when compared to adults with no disorder. In contrast, the three groups were distinctly different when interacting with another person in various social situations. Adults with NGSP displayed social skill deficits when compared to individuals with no disorder, but they had fewer deficits than the GSP subtype. However, the identified skill deficits were clinically as well as statistically significant only for the GSP subtype. The results are discussed in terms of the contribution of skill deficits to the conceptualization and treatment of social phobia.
O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K
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.
Rankin, James A.; Weber, Rebecca J.; Kang, Erin; Lerner, Matthew D.
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…
Walton, Katherine M; Ingersoll, Brooke R
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 this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development.
Jurkowski, Susanne; Hänze, Martin
Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…
Gut, Dianne M.; Safran, Stephen P.
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…
Domínguez-Vergara, Julio A.; Ybañez-Carranza, Jessenia
This research aims to determine the relationship between addiction to social networks and social skills in students of a private educational centre. A correlational descriptive study where the sample was represented by 205 students from 1st to 5th grade of junior high school was conducted. Two instruments were used: "Goldstein Social Skills…
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…
Giler, Janet Z.
"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…
Morán, Valeria E; Olaz, Fabián O; Del Prette, Zilda A P
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.
social experience. jurna 9L Raragnan _E Social F .. 1982, 4 979-996. Russell, D.W., Peplau, L.A., & Cutrona, C.E. The revised UCLA Loneliness Scale ...constructed rating manual and two questionnaires, the UCLA Loneliness Questionnaire p 13 (Russell, Peplau & Cutrona, 1980) and a specially constructed...groups differed significantly in their scores on the UCLA Loneliness Questionnaire [7(1,161)-46.00, p<.OO1. Those low in social support reported much
Twyman, Todd; Tindal, Gerald
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…
Anderson, Stacie; Swiatowy, Colleen
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,…
Cooley, Eileen L.; Van Buren, Amy; Cole, Steven P.
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.…
Snider, Vicki E.; Battalio, Rosemary
Public schools are replete with children and adolescents like Billy, Reid, and Rowdy whom teachers describe as rude, disruptive, and obnoxious, and not all of them are in special education. Asher (1990) estimated that 10% of school-age children have social skills deficits severe enough to be rejected by their peers and up to 75% of children with…
An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)
Guglielmo, Hindi M.; Tryon, Georgiana Shick
This study examined the effectiveness of a commercially available social skills training program plus classroom reinforcement for use with preschoolers with developmental delays. Two groups of 19 participants each received either the combined treatment package or classroom reinforcement of target behaviors only. An additional 20 participants…
Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Keyes, Starr
The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…
Dollman, Lucinda; Morgan, Catherine; Pergler, Jennifer; Russell, William; Watts, Jennifer
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…
Riney, Summer Sides; Bullock, Lyndal M.
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students…
Zaragoza, Nina; And Others
This review of 27 studies examining social skills interventions (such as modeling, role playing, goal setting, and verbal self-instruction) and their effects on students with behavior problems found a number of interventions to be successful. The interventions yielded changes in self, teacher, and parent perceptions, though peer perceptions were…
Lee, Sang Bok; Kim, Jeongil; Lee, Sang Hoon; Lee, Hyo-Shin
Two American teachers in a Korean school used their expertise with song and dance to teach social skills to an inclusive group of kindergartners. The group of 10 included three children with disabilities. The children with disabilities showed behavior changes in both appropriate response behaviors and inappropriate response behaviors. (Contains…
Savitz-Romer, Mandy; Rowan-Kenyon, Heather T.; Fancsali, Cheri
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…
Agaliotis, Ioannis; Kalyva, Efrosini
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…
Weiss, Amy L.; Theadore, Geraldine
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…
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…
Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson
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%…
Ishimine, Karin; Wilson, Rachel; Evans, David
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…
Mounts, Nina S.
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…
Kelly, Howard; And Others
One of a series of publications to assist Australian secondary school instructors in teaching social studies skills, this booklet introduces students to methods of using the library, media, and local community for data collection. Ten chapters provide a wide variety of activities for using the library; studying the local community; using street…
Getz, Helle; LaBahn, Joyce; Regan, Kathleen
This paper describes a program initiated by teacher-researchers to increase the use and knowledge of appropriate social skills with junior high school students while working in academic cooperative groups. The target groups comprised sixth, seventh, and eighth grade students in a predominantly middle class community in the Midwest. The students'…
Bendt, Lori; Nunan, Jan
This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…
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…
Kumtepe, Alper T.
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…
Utay, Joe; Utay, Carol
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…
Tan, Jean Lee; Goh, Dion Hoe-Lian; Ang, Rebecca P.; Huan, Vivien S.
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…
Openshaw, D. Kim; And Others
Pretest and posttest experimental (n=18) and control group (n=7) study assessing the effectiveness of a commercially available social skills training program for improving social skills and reducing family conflict in parent-adolescent dyads. Training group manifested improved social skills. Results partially confirm effectiveness of social skills…
de Bildt, A.; Serra, M.; Luteijn, E.; Kraijer, D.; Sytema, S.; Minderaa, R.
Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social skills, added to a measure of basic social skills with the…
Matson, Johnny L.; Neal, Daniene; Fodstad, Jill C.; Hess, Julie A.; Mahan, Sara; Rivet, Tessa T.
Social skills are an important part of development, and deficits in this area have long-term impacts on a child. As a result, clinicians should include a measure of social skills as part of a comprehensive assessment. There are a few well-researched measures of social skills that are currently used, including the Matson Evaluation of Social Skills…
The "Skillstreaming" Social Skills Program was piloted to determine its effects on learning and language disabled students' perception of their social skills. Teacher and parent perceptions of these students' use of social skills were also examined. Seventh and eighth grade students (N = 16) from a city public school completed social skills…
Johnson, Vicky V.
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,…
Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine
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…
Hersen, M; Turner, S M; Edelstein, B A; Pinkston, S G
The effects of phenothiazines and social skills training on a severely withdrawn schizophrenic were examined. Regulation of phenothiazine levels had the result that the patient became more receptive to behavioral interventions. Specific application of a token economy program effected a marked improvement in the assertive training was employed to improve the patient's repertoire of ininterpersonal responses. Prior to actual hospital discharge the patient was faded back into his natural environment during a job retraining phase at Goodwill Industries. Specific data on the patient's improved social functioning are presented in a multiple baseline analysis. Follow-up data document the patient's successful adaptation of his natural enviroment.
This study is designed to test two hypotheses. The first specifies that older adults who live in dilapidated neighborhoods will receive less social support and encounter more negative interaction with family and friends. The second hypothesis proposes that the relationship between deteriorated neighborhood conditions and social relationships will…
Davis, Michael C; Green, Michael F; Lee, Junghee; Horan, William P; Senturk, Damla; Clarke, Angelika D; Marder, Stephen R
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
Davis, Michael C; Green, Michael F; Lee, Junghee; Horan, William P; Senturk, Damla; Clarke, Angelika D; Marder, Stephen R
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.
In recent years much progress has been made towards understanding the selective forces involved in the evolution of social behaviour including conflicts over reproduction among group members. Here, I argue that an important additional step necessary for advancing our understanding of the resolution of potential conflicts within insect societies is to consider the genetics of the behaviours involved. First, I discuss how epigenetic modifications of behaviour may affect conflict resolution within groups. Second, I review known natural polymorphisms of social organization to demonstrate that a lack of consideration of the genetic mechanisms involved may lead to erroneous explanations of the adaptive significance of behaviour. Third, I suggest that, on the basis of recent genetic studies of sexual conflict in Drosophila, it is necessary to reconsider the possibility of within-group manipulation by means of chemical substances (i.e. pheromones). Fourth, I address the issue of direct versus indirect genetic effects, which is of particular importance for the study of behaviour in social groups. Fifth, I discuss the issue of how a genetic influence on dominance hierarchies and reproductive division of labour can have secondary effects, for example in the evolution of promiscuity. Finally, because the same sets of genes (e.g. those implicated in chemical signalling and the responses that are triggered) may be used even in species as divergent as ants, cooperative breeding birds and primates, an integration of genetic mechanisms into the field of social evolution may also provide unifying ideas.
In recent years much progress has been made towards understanding the selective forces involved in the evolution of social behaviour including conflicts over reproduction among group members. Here, I argue that an important additional step necessary for advancing our understanding of the resolution of potential conflicts within insect societies is to consider the genetics of the behaviours involved. First, I discuss how epigenetic modifications of behaviour may affect conflict resolution within groups. Second, I review known natural polymorphisms of social organization to demonstrate that a lack of consideration of the genetic mechanisms involved may lead to erroneous explanations of the adaptive significance of behaviour. Third, I suggest that, on the basis of recent genetic studies of sexual conflict in Drosophila, it is necessary to reconsider the possibility of within-group manipulation by means of chemical substances (i.e. pheromones). Fourth, I address the issue of direct versus indirect genetic effects, which is of particular importance for the study of behaviour in social groups. Fifth, I discuss the issue of how a genetic influence on dominance hierarchies and reproductive division of labour can have secondary effects, for example in the evolution of promiscuity. Finally, because the same sets of genes (e.g. those implicated in chemical signalling and the responses that are triggered) may be used even in species as divergent as ants, cooperative breeding birds and primates, an integration of genetic mechanisms into the field of social evolution may also provide unifying ideas. PMID:19805428
Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John
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…
Polan, Julie C; Sieving, Renee E; McMorris, Barbara J
This study examined relationships between social-emotional skills and involvement in bullying and violence among young adolescents from ethnically diverse, economically disadvantaged urban neighborhoods. Data were from 171 sixth- and seventh-grade students involved in a larger intervention study. Analyses examined relationships between social-emotional skills measures (intrapersonal skills, stress management skills, interpersonal skills) and involvement in violence, physical bullying, and relational aggression. Of social-emotional skills indicators, interpersonal skills and stress management skills demonstrated significant bivariate relationships with each of the bullying and violence outcomes. In multivariate models, greater interpersonal skills and greater stress management skills were significantly associated with lower odds of violence involvement. Greater stress management skills were also significantly associated with lower levels of physical bullying and relational aggression. Findings suggest that efforts to foster development of young adolescents' social-emotional skills may, in turn, reduce their risk for involvement in bullying and violence.
Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M
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.
Dagseven Emecen, Deniz
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…
Velasco, Veronica; Griffin, Kenneth W; Botvin, Gilbert J
Evidence-based preventive interventions for adolescent substance use, violence, and mental health issues are increasingly being adapted and disseminated internationally. In the present paper, we report the results of an effectiveness study that was part of a comprehensive initiative by a coalition of health promotion organizations in the Lombardy region of Italy to select, culturally adapt, implement, evaluate, and sustain an evidence-based drug abuse prevention program developed in the USA. Findings are presented from a large-scale effectiveness study of the Life Skills Training prevention program among over 3000 students attending 55 middle schools in Italy. The prevention program taught drug refusal skills, antidrug norms, personal self-management skills, and general social skills. Relative to comparison group students, students who received the prevention program were less likely to initiate smoking at the post-test and 2-year follow-up, and less likely to initiate weekly drunkenness at the 1-year follow-up. The program had direct positive effects on several cognitive, attitudinal, and skill variables believed to play a protective role in adolescent substance use. The findings from this study show that a drug abuse prevention program originally designed for adolescents in the USA is effective in a sample of Italian youth when a rigorous and systematic approach to cultural adaptation is followed that incorporates the input of multiple stakeholders.
Harvey, Shane T.; Evans, Ian M.; Hill, Rhys V. J.; Henricksen, Annette; Bimler, David
Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…
Raisanen, Anu; Rakkolainen, Mari
This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship (Implementation of…
Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio
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
Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio
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
Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna
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 (R(2) = 0.36) and verbal mental age (R(2) = 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 (R(2) = 0.30), with treatment intensity, to variance in development of nonverbal mental age.
Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna
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
Segbroeck, Sven Van; Santos, Francisco C.; Traulsen, Arne; Lenaerts, Tom; Pacheco, Jorge M.
Humans are organized in societies, a phenomenon that would never have been possible without the evolution of cooperative behavior. Several mechanisms that foster this evolution have been unraveled over the years, with population structure as a prominent promoter of cooperation. Modern networks of exchange and cooperation are, however, becoming increasingly volatile, and less and less based on long-term stable structure. Here, we address how this change of paradigm aspects the evolution of cooperation. We discuss analytical and numerical models in which individuals can break social ties and create new ones. Interactions are modeled as two-player dilemmas of cooperation. Once a link between two individuals has formed, the productivity of this link is evaluated. Links can be broken off at different rates. This individual capacity of forming new links or severing inconvenient ones can effectively change the nature of the game. We address random formation of new links and local linking rules as well as different individual capacities to maintain social interactions. We conclude by discussing how adaptive social networks can become an important step towards more realistic models of cultural dynamics.
MacDonald, Megan; Lord, Catherine; Ulrich, Dale A
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.
Sasson, Noah J.; Nowlin, Rachel B.; Pinkham, Amy E.
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…
Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio
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.
Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K
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.
Weinberger, Beverley Slome; Barakat, Lamia P.
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…
Chang, Ya-Chih; Laugeson, Elizabeth A; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R
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 results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention.
de Guzman, Allan B.; Choi, Kyoung Ok
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…
Chung, Kyong-Mee; Reavis, Shaye; Mosconi, Matt; Drewry, Josiah; Matthews, Todd; Tasse, Marc J.
One of the most prevailing characteristics of children with autism is their deficit in social communication skills. The purpose of this study was to evaluate the effectiveness of a peer-mediated social skills training (SST) program combined with video feedback, positive reinforcement and token system in increasing social communication skills in…
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…
Leaf, Justin B.; Dotson, Wesley H.; Oppenheim-Leaf, Misty L.; Sherman, James A.; Sheldon, Jan B.
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…
Boys, Stephanie K.; Quiring, Stephanie Q.; Harris, Evan; Hagan, Carrie A.
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…
Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.
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…
Womack, Sue A.; Marchant, Michelle; Borders, Deah
Social skill deficits and learning disabilities often coexist. Academic work is negatively impacted by students' lack of social skills. Remediation of these deficits in pull-out programs has not generally resulted in transfer to real-world settings. Embedding social skills instruction within literature during a read-aloud session taught in the…
Cappadocia, M. Catherine; Weiss, Jonathan A.
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…
Glick, Gary C.; Rose, Amanda J.
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…
Nilsen, Wendy; Karevold, Evalill; Roysamb, Espen; Gustavson, Kristin; Mathiesen, Kristin S.
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,…
Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina
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…
van Nieuwenhuijzen, M.; Vriens, A.
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…
Kemp, Coral; Carter, Mark
Reports on social skills and social status of 22 Australian students, with mainly moderate intellectual disabilities, who underwent an inclusive preschool intervention. Finds that the students spent more time with developing peers. Discovered differences between students with disabilities and other students in relation to time spent with peers…
Bergman, Marilyn M.
Socialization difficulties encountered by a particular learning disabled adolescent may be related to the type of underlying learning disability. Two subtypes of learning disability are discussed (language disorders and disturbed visual spatial functions) along with implications for problems in development of social skills and for effective…
Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina
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…
Reiter, Shunit; Lapidot-Lefler, Noam
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: victim, bully, and victim-bully. However, bullies and victim-bullies exhibited significantly higher levels of challenging behaviors, such as temper tantrums, unruly and quarrelsome behavior, and a tendency to lie and steal. Significant correlations were also found among actions as a bully, violent behavior, and hyperactivity. Being a victim was correlated with emotional and interpersonal problems.
Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E.
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…
Scharfstein, Lindsay A.; Beidel, Deborah C.; Sims, Valerie K.; Finnell, Laura Rendon
Social skills deficits are commonly reported among children with social phobia (SP) and children with Asperger's Disorder (AD); however, a lack of direct comparison makes it unclear whether these groups, both of which endorse the presence of social anxiety, have similar or unique skills deficits. In this investigation, the social behaviors of…
Cirici Amell, R; Obiols Llandrich, J
In the 1980's, Robert P. Liberman and his team from UCLA designed the Social Independent Living Skills Modules. Since then, their methods have spread throughout the world and their effectiveness has been demonstrated. It seems that the application of these methods is beginning to disappear and there are practically no publications that support the continuity of these treatments. In this article, the results of the Social Skills Training Program (SSTP) are presented in a sample of 57 schizophrenic patients. The results are evaluated with the Positive and Negative Symptoms Scale (PANSS) and the Social behavior Assessment Schedule (SBAS) scale and with the Social Interaction Self-Statements Test (SISST) and AI-F questionnaires. The negative symptoms of the patients improved after the therapeutic intervention. The patients acquired new social roles and their frequency of assertive behavior increased. Their relatives also improved their emotional burden and stress level. In any event, these improvements decreased at 6 months of follow-up without therapeutic intervention.
Wells, Ruth Herman
This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It cuts across the areas covered in the other guides (coping skills, social skills, and school skills) to present 20 important lessons for troubled youth. Individual lessons in this guide focus on gangs and gang membership; special education;…
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…
Siu, Ka-Chun; Best, Bradley J; Kim, Jong Wook; Oleynikov, Dmitry; Ritter, Frank E
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.
Wells, Ruth Herman
This document is one of eight in a series of guides designed to help teach and counsel troubled youth. This document focuses on the social skills necessary for on-the-job success. It includes 20 lesson plans that help students learn appropriate behaviors at the work place. The first lesson instructs students on what to wear and bring to work.…
Magnusson, Clifford J.; Justin, Joseph E., III
The article suggests ways to modify and construct adaptive aids for use in teaching eating and drinking, personal hygiene, and dressing/undressing skills to severely and multiply handicapped students. (CL)
Roberts, Garrett J.; Solis, Michael; Ciullo, Stephen; McKenna, John W.; Vaughn, Sharon
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
Radley, Keith C; Hanglein, Jeanine; Arak, Marisa
Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder-particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels.
Roberts, Garrett J; Solis, Michael; Ciullo, Stephen; McKenna, John W; Vaughn, Sharon
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.
This study determines those specific social studies skills that high school social studies teachers believe students should have developed as a result of their instruction in a high school social studies program, and differences in the importance attached to specific skills between high school social studies teachers classified as having a…
Jamison, Kristen R.; Forston, Lindsay D.; Stanton-Chapman, Tina L.
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…
Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.
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…
Bellack, Alan S.; Brown, Clayton H.; Thomas-Lohrman, Shannon
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…
Miller, Melissa A.; Fenty, Nicole; Scott, Terrance M.; Park, Kristy Lee
Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill…
Mathias, Jane L.; Nettelbeck, Ted
Two studies assessed the construct validity of Greenspan's models of adaptive and social intelligence with 75 adolescents with mental retardation. Factor analysis measures of conceptual intelligence, adaptive behavior, and social intelligence yielded a practice-interpersonal competence construct. The second study, however, failed to establish the…
Rule, Audrey C.; Barrera, Manuel T., III
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…
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…
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
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
Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam
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.
Zhou, Mi; Lin, Weipeng
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
Zhou, Mi; Lin, Weipeng
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.
Laugeson, Elizabeth A; Frankel, Fred; Mogil, Catherine; Dillon, Ashley R
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, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment.
Gresham, Frank M.; Elliott, Stephen N.; Vance, Michael J.; Cook, Clayton R.
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…
Hood, Julia Ann Kelly
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…
Kayili, Gökhan; Ari, Ramazan
The current research was conducted with the purpose of analyzing the effect of Montessori method supported by Social Skills Training Program on kindergarten children's skills of understanding feelings and social problem solving. 53 children attending Ihsan Dogramaci Applied Nursery School affiliated to Selcuk University, Faculty of Health Sciences…
Gresham, Frank M.; Elliott, Stephen N.; Kettler, Ryan J.
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…
Fisher, Kristi; Haufe, Theresa
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…
Cohen, I.L.; Sudhalter, V.; Nolin, S.L.
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.
Prater, Mary Anne; Serna, Loretta; Nakamura, Kayleen K.
This study compared instruction in three social skills (giving positive feedback, contributing to discussion, and accepting negative feedback) by either a special-education teacher or peers with learning disabilities. Both groups improved in all three skills. Results suggest that social skill instruction by peers may be as effective and more…
Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine
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…
Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim
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…
Prieur, Annick; Jensen, Sune Qvotrup; Laursen, Julie; Pedersen, Oline
The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control,…
Ware, Jenifer N.; Ohrt, Jonathan H.; Swank, Jacqueline M.
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…
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
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…
Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services.
Eight social studies skills and strategies for their implementation at the secondary level are outlined. Each skill is presented in a separate chapter which defines the skill, offers a rationale for its inclusion, and provides sample activities. Chapter I focuses on listening and speaking skills. Activities emphasize using a recording to develop…
First Steps School Intervention Module: CLASS-- Contingencies for Learning Academic and Social Skills. (Adapted Preschool Version). An Early School Intervention Program for At-Risk Kindergartners. A Component of the First Steps Program.
Golly, Annemieke; Stiller, Bruce
This report describes the second module of an early intervention program for at-risk kindergartners who show the early signs of antisocial behavior patterns. The second module of the "First Steps" program describes a school intervention involving the target child, peers, and teachers that teaches an adaptive, prosocial pattern of school…
Agaliotis, Ioannis; Kalyva, Efrosini
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 break. Younger and older children with and without LD did not differ significantly in their nonverbal responses, but there was a statistically significant difference in terms of younger children's nonverbal initiations. Younger children with LD exhibited significantly fewer nonverbal initiations than younger children without LD. Findings are discussed and suggestions are made for further research.
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…
Marquez, Brion; Marquez, Jessie; Vincent, Claudia G.; Pennefather, Jordan; Sprague, Jeffrey R.; Smolkowski, Keith; Yeaton, Pamela
We describe the development and initial evaluation of the efficacy of "We Have Skills!" (WHS), a video-based social skills instructional program for early elementary school students. The components of WHS were designed to be scientifically sound, maximally useful to elementary school teachers, and effective in increasing students' social…
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
Rende, Deniz; Rende, Sevinc; Baysal, Nihat
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…
The Double Administration Naming Technique assists clinicians in obtaining qualitative information about a client's visual confrontation naming skills through administration of a standard naming test; readministration of the same test; identification of single and double errors; cuing for double naming errors; and qualitative analysis of naming…
Spain, Debbie; Blainey, Sarah H.
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…
DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi
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…
Wang, Hui-Ting; Sandall, Susan R.; Davis, Carol A.; Thomas, Carnot James
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…
Laushey, Kelle M.; Heflin, L. Juane; Shippen, Margaret; Alberto, Paul A.; Fredrick, Laura
Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for…
Williams White, Susan; Keonig, Kathleen; Scahill, Lawrence
Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations…
Hutchins, Nancy S.; Burke, Mack D.; Hatton, Heather; Bowman-Perrott, Lisa
This study provides results on a methodological quality review of the single-case research literature from 1998 to 2014 on the use of social skills interventions for students with challenging behavior. A systematic review of the social skills literature was conducted with the intent of updating the Mathur et al. study of social skills…
Elliott, Denise Marie
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…
Davies, Michael; Cooper, Greta; Kettler, Ryan J.; Elliott, Stephen N.
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…
Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M
Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.
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…
Zamani, Eshrat; Kheradmand, Ali; Cheshmi, Maliheh; Abedi, Ahmad; Hedayati, Nasim
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
Pukk Härenstam, Karin; Gaffney, Drew
Most safety-critical enterprises have programs for teaching and training non-technical skills to their employees. These skills must complement pure technical skills. Programs for teaching and introducing these skills (communication, leadership, teamwork, decision-making, handling of conflicts and feed-back) are developing also in health-care. It is important that non-technical skills in combination with technical skills are seen as the foundation when developing new and safer ways to do the daily work with patients.
Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L
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
Pagoto, Sherry; Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L
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.
Sadyrin, Vladimir Vitalievich; Potapova, Marina Vladimirovna; Gnatyshina, Elena Alexandrovna; Uvarina, Nataliya Viktorovna; Danilova, Viktoriya Valerievna
Modern scientific literature views issues on adaptation based on various aspects: biological, medical, pedagogical, sociological, cybernetic, interdisciplinary, etc. The given article is devoted to the analysis of the problem of adaptation as social and psychological phenomenon including peculiarities of its functioning in the conditions of social…
Carlisle, Gretchen K
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.
Sapsaglam, Özkan; Ömeroglu, Esra
This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill…
Sheridan, Beth A; MacDonald, Douglas A; Donlon, Mark; Kuhn, Beth; McGovern, Katie; Friedman, Harris
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.
Fleury, France; Marazzani, Micheline H; Saucier, Jean-François
This article presents a case study on the use of acting with six people suffering from severe and long-lasting psychotic state. The study aims at elaborating the hypothesis on the use of this activity in readaptation. The effect of expression therapy on the development of social skills has rarely been substantiated by empirical studies. The literature review points out a poor generalization of social skills following social skills training ; it also allows a description of the acting and its therapeutic potential. A qualitative methodology is applied to an investigation conducted in a psychiatric day center and uses the description of behavior before and after the program. The results indicate resemblances between the therapeutically acquired social skills and the social behavior from everyday life. The use of acting in therapy would contribute at the generalization of social skills.
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 across behaviors was used to evaluate the intervention and an increase in 2 out of 3 targeted conversation skills occurred. In addition, generalized behavior changes were observed. These findings provide support for including Social Stories as part of a video treatment package in teaching complex social interaction behaviors to young children with Asperger's Disorder.
Boseck, Justin J; Davis, Andrew S; Cassady, Jerrell C; Finch, W Holmes; Gelder, Barbara C
Children with fetal alcohol spectrum disorder (FASD) often present with comorbid attention-deficit hyperactivity disorder (ADHD), which can complicate diagnosis and treatment planning. This study investigated the cognitive and adaptive profiles of 81 children with ADHD/FASD and 147 children with ADHD. Multivariate analysis of variance and follow-up discriminant analysis indicated that the two groups had similar profiles on the Wechsler Intelligence Scale for Children-Fourth Edition and Vineland Adaptive Behavior Scales, although the children with comorbid ADHD/FASD demonstrated significantly more impairment in verbal ability, perceptual reasoning, working memory, processing speed, and overall adaptive skills. The results suggested that when compared with children with ADHD alone, children with ADHD/FASD exhibit significantly more impaired cognitive processing and adaptive skill deficits that are essential for school success and healthy social, behavioral, and emotional functioning. Research evaluating the profiles of these groups is likely to facilitate earlier and more accurate diagnosis and intervention.
Wu, Chiu-yen; Lo, Ya-yu; Feng, Hua; Lo, Yafen
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…
Elrod, G. Franklin
A survey completed by 270 vocational teachers identified skills considered prerequisite to success in vocational courses. Important academic skills appear to be (1) basic math, (2) written communication, and (3) measurement. Social skills considered important include (1) getting along with others, (2) taking criticism constructively, and (3)…
Wang, H-Y; Lin, C-K
The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.
Adger, W. Neil; Quinn, Tara; Lorenzoni, Irene; Murphy, Conor; Sweeney, John
Risks from extreme weather events are mediated through state, civil society and individual action. We propose evolving social contracts as a primary mechanism by which adaptation to climate change proceeds. We use a natural experiment of policy and social contexts of the UK and Ireland affected by the same meteorological event and resultant flooding in November 2009. We analyse data from policy documents and from household surveys of 356 residents in western Ireland and northwest England. We find significant differences between perceptions of individual responsibility for protection across the jurisdictions and between perceptions of future risk from populations directly affected by flooding events. These explain differences in stated willingness to take individual adaptive actions when state support retrenches. We therefore show that expectations for state protection are critical in mediating impacts and promoting longer-term adaptation. We argue that making social contracts explicit may smooth pathways to effective and legitimate adaptation.
Leblanc, L A; Matson, J L
This investigation was designed to assess a social skills training program with 32 developmentally delayed preschoolers. Subjects were evaluated in an unstructured play session, matched for levels of appropriate and inappropriate social behaviors, and assigned to either a treatment or control condition. The treatment group (N = 16) was presented with a 6-week protocol involving positive reinforcement, modeling, rehearsal, feedback, and time out. Controls (N = 16) received no instruction beyond regular classroom activities during the 6 weeks. The two groups were reevaluated in a posttest session and again in a generalization setting where two peers with developmental delays (not included in either experimental condition) were included. Prosocial behaviors were successfully taught and maintained in generalization settings. Efforts to reduce inappropriate behaviors were less successful. A test of social validity via teachers' ratings of videotapes of pretest and posttest assessments was also conducted. Implications for generalization and social validity research are discussed.
Cotugno, Albert J
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 Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Shireman, Molly L; Lerman, Dorothea C; Hillman, Conrad B
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.
Bisaro, Alexander; Hinkel, Jochen
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.
Miyamoto, Koji; Huerta, Maria C.; Kubacka, Katarzyna
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…
Allen, Craig R.
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.
Individuals with disabilities require direct instruction in social skills. The primary purpose of this study was to provide social skills instruction to students with disabilities at the kindergarten through eighth grade level. I worked collaboratively with four other Child Study Team colleagues to develop recruitment, assessment, planning, and…
Spivey, Corrine E.; Mechling, Linda C.
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…
Minihan, Aileen; Kinsella, William; Honan, Rita
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…
Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan
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…
Hughett, Kristy; Kohler, Frank W.; Raschke, Donna
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…
Lenz, A. Stephen; Holman, Rachel L.; Dominguez, Denise L.
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…
LePage, Pamela; Courey, Susan
Video production can be easily used as a way to develop social skills in older children with higher-level autism and Asperger syndrome. The program described in this article is an inclusive program that employs a reverse inclusion strategy to teach social skills to children and adolescents with autism utilizing filmmaking. We discuss some of the…
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…
Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven
Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training.…
Awbrey, Colleen; Longo, Amy; Lynd, Amanda; Payne, Colleen
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…
Smith, Kimberly R. M.; Matson, Johnny L.
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…
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…
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.
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…
Earls, Melissa K.
The purpose of this study was to examine the effectiveness of Social Skills Group Play Therapy on remedying the social skills deficits of adolescent African-American males. Additionally, the study investigated whether age and grade level impacted the outcome of the intervention. The participants were adolescent African-American males ages 10 to…
Gresham, Frank M.; Nagle, Richard J.
Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)
Traisorn, Rattanaporn; Soonthornrojana, Wimonrat; Chano, Jiraporn
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…
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.)…
Spjeldnes, Solveig; Koeske, Gary; Sales, Esther
This study, conducted in 2004, investigated the direct effect of interparental conflict (IPC) about child-raising issues on the social skills of middle-class US children who attended a suburban preschool and the buffering effect of teacher support (n = 170). Findings indicated that greater IPC was associated with poorer child social skills. The…
Abu Taleb, Tagreed Fathi
This study examined the perceived parenting styles in a sample of Jordanian mothers and their perceptions of the social skills exhibited by their preschool children. The sample consisted of 802 ("N"=802) mothers who responded to a three-part questionnaire: demographic information, parenting styles, and social skills. The results of this…
Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.
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…
Hester, Eva Jackson
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"…
Moreau, Angela S.
Third-grade students generally lack the social skills needed to resolve conflicts. This report describes a program for improving the social skills of third graders attending a middle-class suburban school. The researcher selected a resolution program which would address those problems outlined by a classroom teacher in an incident report, a…
Sullivan, Amanda L.; Sadeh, Shanna S.
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…
Foxx, R M; McMorrow, M J; Schloss, C N
This study developed and evaluated a social skills training program for institutionalized mildly or moderately retarded and dually diagnosed individuals. Social skills were conceptualized as requiring an action or reaction within six skill areas: compliments, social interactions, politeness, criticism, social confrontation, and questions/answers. The program taught social skills using a commercially available table game, Sorry, and a specially designed card deck. Each card represented one of the skill areas and was designed to train either an actor or reactor response. The program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. A multiple baseline across two groups (N = 3 per group) revealed that the game contingencies increased social skills in all targeted areas. After training, the subjects displayed their newly learned skills at or above their trained levels in two different settings with novel persons present. Although untargeted, the complexity of the subjects' responses increased across conditions, since there was a steady increase in the number of words they used per response. The program appears to be a viable means of training social skills since it uses standardized training procedures, requires only one facilitator, and is in itself a social situation that may encourage interactions with peers, cooperation, competition, and politeness.
Ingles, Candido J.; Hidalgo, Maria D.; Mendez, F. Xavier; Inderbitzen, Heidi, M.
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…
Akelaitis, Arturas V.; Malinauskas, Romualdas K.
Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…
Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars
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…
Yeo, Kee Jiar; Teng, Kie Yin
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…
Ross, Anthony G.; Shochet, Ian M.; Bellair, Rachael
In the current study, we tested whether school connectedness mediates more distal deficits in social skills in influencing depressive symptoms in a sample of 127 sixth- and seventh-grade students. Results demonstrated that school connectedness and social skills accounted for 44% and 26% of variance in depressive symptoms respectively and 49% in a…
Motoca, Luci M.; Williams, Sandra; Silverman, Wendy K.
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…
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…
Shaykhian, Linda H.; Shaykhian, Gholam Ali
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.
Zebehazy, Kim T.; Smith, Thomas J.
From an early age, children with visual impairments can be at a disadvantage for developing social skills. Since vision plays a role in the early development of social behaviors and of social cognition, the lack of visual cues could lead to difficulties in initiating and maintaining social interactions. The study presented here investigated…
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…
LeBlanc, Monique M; Cosgrove, Seandra J; David, Kimberly B
Witnessing violence is associated with negative outcomes for preschool-aged children, including lowered school readiness; however, not all children evidence negative outcome, indicating the presence of protective factors. This study examined social skills as a moderator of the relation between violence exposure and school readiness in preschoolaged children. Seventy-eight children completed a measure of school readiness, and their caregiver completed measures of social skills, witnessed violence exposure, and direct victimization. Results revealed that social skills moderated the witnessed violence- school readiness association, controlling for direct victimization and family income. When children evidenced more appropriate social skills, witnessed violence and school readiness were inversely related. However, for children whose caregivers endorsed less appropriate social skills, there was no association between witnessed violence and school readiness.
Uchiyama, Ayako; Odagiri, Yuko; Ohya, Yumiko; Suzuki, Ayako; Hirohata, Kayoko; Kosugi, Shotaro; Shimomitsu, Teruichi
Nursing is a highly stressful occupation. Because nursing work involves interaction with patients and colleagues, competence in social skills may be a key issue in stress management among nurses. However, there are very few studies among nurses focused on social skills together with social support, both of which are important aspects of job stress. The aim of this study was to examine the interrelationships between social skills and social support with job stressors, problem-solving coping, and psychological distress among Japanese nurses. Data from a self-administered questionnaire of 1,197 female nurses who worked for 5 general hospitals in Japan were analyzed. Covariance structure analysis with structural equation modeling techniques showed that social skills and social support were positively related to each other, while they were negatively associated with psychological distress and job stressors, and positively associated with problem-solving coping. Furthermore, the direct association between social skills and psychological distress was stronger than the association between social support and psychological distress. These findings suggested that improving not only social support at work but also individual social skills is important for nurses' mental health.
Roessger, Kevin M.
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 during novel…
Ebenehi, Amos Shaibu; Rashid, Abdullah Mat; Bakar, Ab Rahim
This paper examined predictors of career adaptability skill among higher education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study. A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used…
Antonov, A A; Ershova, T A; Dudukin, A V
Effect of adaptive biocontrol on efficiency of the operator possessing stable skills in simulating manual control of Soyuz hang-up and berthing to the International space station (ISS) was studied. Job quality was evaluated by the time, energy and precision parameters. The investigation used an ISS computer model and mock-ups of the board operating controls.
Chang, Ya-Chih; Laugeson, Elizabeth A.; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R.
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…
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
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…
Choi, Jin Yi; Sok, Sohyune R
This study was conducted to identify the factors that influence the level of adaptation of older Korean adults to skilled nursing facilities. The subjects were 500 adults aged 65 or older who were living in six different skilled nursing facilities in Seoul and Gyeong-gi-do, South Korea. The measures were a demographic form, Health Self-Rating Scale, Activities of Daily Living Scale, Self-Efficacy Instrument, Korean Simple Depression Scale, Quality of the Facility Scale and Facility Adaptation Scale. The analyses showed that the prediction model was significant (F = 128.624, P < 0.001). The value of the adjusted R(2) was 0.435, which corresponds to the explanatory power of 43.5%. The factor that was found to have the greatest influence on the adaptation of older Korean adults to skilled nursing facilities was activities of daily living (β = -0.564), followed by self-efficacy (β = 0.321), quality of the facility (β = 0.164), depression (β = 0.133), decision to enter a skilled nursing facility (β = 0.122), perceived health status (β = 0.064) and age (β = -0.010). This cross-sectional study provides preliminary evidence that the level of adaptation of older Korean adults to skilled nursing facilities is related to their activities of daily living, self-efficacy, depression, decision to enter a skilled nursing facility, perceived health status and age, and to the quality of the facility.
Gibson, Clare M; Penn, David L; Smedley, Kelly L; Leserman, Jane; Elliott, Tonya; Pedersen, Cort A
The current study explored whether oxytocin can improve social cognition and social skills in individuals with schizophrenia using a six-week, double-blind design. Fourteen participants with schizophrenia were randomized to receive either intranasal oxytocin or a placebo solution and completed a battery of social cognitive, social skills and clinical psychiatric symptom measures. Results showed within group improvements in fear recognition, perspective taking, and a reduction in negative symptoms in the oxytocin group. These preliminary findings indicate oxytocin treatment may help improve certain components of functioning in schizophrenia. Implications for the treatment of social functioning in schizophrenia are discussed.
Gresham, Frank M.; Elliott, Stephen N.; Cook, Clayton R.; Vance, Michael J.; Kettler, Ryan
One of the most consistent findings in rating scale research with children and adolescents is the modest agreement among different informants' ratings. The present study systematically explored patterns of agreement among teachers, parents/caregivers, and students in domains of social skills and problem behaviors using the Social Skills…
Lunstrum, John P.; Irvin, Judith L.
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…
Feldhusen, John F.; Pleiss, Mary K.
Leadership behavior, creative ability, and dramatic skill of 54 school-age children and youth were rated by their teachers. Significant correlations were found between leadership and dramatic skills and between creativity and dramatic skills but not between leadership and creativity. (Author/JDD)
Radley, Keith C.; Jenson, William R.; Clark, Elaine; Hood, Julia A.; Nicholas, Peter
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…
Al zyoudi, Mohammed; Al Murhairi, Oshua; Sartaiwi, AbedAlziz; Olimat, Enas; Al zyoudi, Abedsalm
The aim of this study was to evaluate the effectiveness of using a social story intervention to improve social interaction skills in three students with autism aged between 7-8 years. A multiple-baseline-across participants design was used. To achieve the purpose of the study, the social stories were implemented. The intervention included reading…
Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven
Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training ("KONTAKT"). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N = 22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training.
Olsson, Per; Folke, Carl; Berkes, Fikret
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.
Cundill, G; Cumming, G S; Biggs, D; Fabricius, C
The success of adaptive management in conservation has been questioned and the objective-based management paradigm on which it is based has been heavily criticized. Soft systems thinking and social-learning theory expose errors in the assumption that complex systems can be dispassionately managed by objective observers and highlight the fact that conservation is a social process in which objectives are contested and learning is context dependent. We used these insights to rethink adaptive management in a way that focuses on the social processes involved in management and decision making. Our approach to adaptive management is based on the following assumptions: action toward a common goal is an emergent property of complex social relationships; the introduction of new knowledge, alternative values, and new ways of understanding the world can become a stimulating force for learning, creativity, and change; learning is contextual and is fundamentally about practice; and defining the goal to be addressed is continuous and in principle never ends. We believe five key activities are crucial to defining the goal that is to be addressed in an adaptive-management context and to determining the objectives that are desirable and feasible to the participants: situate the problem in its social and ecological context; raise awareness about alternative views of a problem and encourage enquiry and deconstruction of frames of reference; undertake collaborative actions; and reflect on learning.
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
LaMotte, Adam D; Taft, Casey T; Weatherill, Robin P; Eckhardt, Christopher I
This study examined social skills deficits as a mediator of the relationship between posttraumatic stress disorder (PTSD) symptoms and use of intimate partner aggression (IPA) among returning veterans. Prior research with veterans has focused on PTSD-related deficits at the decoding stage of McFall's (1982) social information processing model, and the current study adds to this literature by examining social skills deficits at the decision stage. Participants were 92 male veterans recruited from the greater Boston area. PTSD symptoms were assessed through clinician interview, IPA use was assessed through self- and partner report, and social skills deficits were assessed in a laboratory task in which veterans listened to a series of problematic marital situations and responded with what they would say or do in the situation. Responses were coded for social competency. Bivariate correlations revealed several significant associations among PTSD symptoms, social skills deficits, and use of IPA. When all PTSD symptom clusters were entered into a regression predicting social skills deficits, only emotional numbing emerged as a unique predictor. Finally, social skills deficits significantly mediated the relationship between veterans' PTSD symptoms and use of psychological (but not physical) IPA. Findings extend prior research on McFall's (1982) social information processing model as it relates to veterans' PTSD symptoms and use of IPA. More research is needed to understand the associations between PTSD symptoms and deficits at each individual step of this model. (PsycINFO Database Record
Grotevant, Harold D; McDermott, Jennifer M
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.
Carballo, José L; Pérez-Jover, Ma Virtudes; Espada, José P; Orgilés, Mireia; Piqueras, José Antonio
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.
Matson, Johnny L.; Hattier, Megan A.; Belva, Brian
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.…
This manual contains 56 teacher-developed activities which can be used in social studies courses to improve students' basic skills. The activities teach location and map skills, writing and study skills, time skills, and thinking skills. Students also learn how to use reference books and how to read and interpret charts and graphs. Each activity…
Cui, Xiaohui; Potok, Thomas E; Treadwell, Jim N; Patton, Robert M; Pullum, Laura L
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.
Pioggia, Giovanni; Igliozzi, Roberta; Ferro, Marcello; Ahluwalia, Arti; Muratori, Filippo; De Rossi, Danilo
It is well documented that the processing of social and emotional information is impaired in people with autism. Recent studies have shown that individuals, particularly those with high functioning autism, can learn to cope with common social situations if they are made to enact possible scenarios they may encounter in real life during therapy. The main aim of this work is to describe an interactive life-like facial display (FACE) and a supporting therapeutic protocol that will enable us to verify if the system can help children with autism to learn, identify, interpret, and use emotional information and extend these skills in a socially appropriate, flexible, and adaptive context. The therapeutic setup consists of a specially equipped room in which the subject, under the supervision of a therapist, can interact with FACE. The android display and associated control system has automatic facial tracking, expression recognition, and eye tracking. The treatment scheme is based on a series of therapist-guided sessions in which a patient communicates with FACE through an interactive console. Preliminary data regarding the exposure to FACE of two children are reported.
Lu, Wei; Wang, Zhenhong
The present studies examined the influence of extraversion on physiological reactivity, recovery, and physiological habituation-sensitization to repeated social stressors. In Study 1, subjective and physiological data were collected from 97 college students who were categorized as high (n = 51) and low (n = 46) on extraversion (NEO-FFI) across five laboratory stages: baseline, stress 1, poststress 1, stress 2, and poststress 2. Results indicated high extraversion (HE) participants exhibited relative lesser heart rate (HR) reactivity and respiratory sinus arrhythmia (RSA) withdrawals to, and more complete HR and RSA recovery after the first social stress, and also exhibited relative lesser HR reactivity to the second social stress. When repeatedly exposed to a social stressor, HE participants showed pronounced systolic blood pressure (SBP) adaptation, low extraversion (LE) participants displayed diastolic blood pressure (DBP) sensitization. In Study 2, data were collected from another 78 participants (HE: n = 40, LE: n = 38) across the same laboratory stages with speech performance videotaped. After controlling for the speech styles, Study 2 found the same HR response and SBP/DBP adaptation pattern across extraversion groups to social stress as Study 1 but not RSA reactivity. These findings suggest extraverts exhibit more adaptive physiological reactivity to recurrent social stressors, which thus might benefit their health.
Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introduction and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store).
Ogilvie, Christine R.
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…
Konold, Timothy R.; Jamison, Kristen R.; Stanton-Chapman, Tina L.; Rimm-Kaufman, Sara E.
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…
Bellini, Scott; Benner, Lauren; Peters-Myszak, Jessica
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…
Laugeson, Elizabeth A.; Gantman, Alexander; Kapp, Steven K.; Orenski, Kaely; Ellingsen, Ruth
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…
Wang, Hui-Ting; Sandall, Susan R; Davis, Carol A; Thomas, Carnot James
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 behavior rating scales with young children with ASD in an early childhood program. The results showed that the two social skills measures, the SSRS and PKBS, had adequate psychometric properties in terms of internal consistency, construct validity, convergent validity, and criterion validity with the AEPS, and were found to be predictive of how the tests would function when assessing young children with ASD in a natural setting. However, their usefulness in detecting social skills progress over time or intervention outcomes for young children with ASD may not be satisfactory.
Malmberg-Heimonen, Ira; Natland, Sidsel; Tøge, Anne Grete; Hansen, Helle Cathrine
Using a cluster-randomised design, this study analyses the effects of a government-administered skill training programme for social workers in Norway. The training programme aims to improve social workers' professional competences by enhancing and systematising follow-up work directed towards longer-term unemployed clients in the following areas: encountering the user, system-oriented efforts and administrative work. The main tools and techniques of the programme are based on motivational interviewing and appreciative inquiry. The data comprise responses to baseline and eighteen-month follow-up questionnaires administered to all social workers (n = 99) in eighteen participating Labour and Welfare offices randomised into experimental and control groups. The findings indicate that the skill training programme positively affected the social workers' evaluations of their professional competences and quality of work supervision received. The acquisition and mastering of combinations of specific tools and techniques, a comprehensive supervision structure and the opportunity to adapt the learned skills to local conditions were important in explaining the results.
Otero, Tiffany L; Schatz, Rochelle B; Merrill, Anna C; Bellini, Scott
In 2008, Bellini and Peters conducted a review of empirically based social skills training procedures for youth with autism spectrum disorders. The results of this review suggested that targeted intervention using social skills training programs that were intensive and implemented in a child's natural setting were best suited to meet the needs of children with autism spectrum disorders. In the current article, a review of the most recent meta-analyses is included. Detailed investigation regarding the effectiveness of 8 social skills training procedures is updated and reviewed. Finally, a discussion of assessment strategies is included.
Ross, Anthony G; Shochet, Ian M; Bellair, Rachael
In the current study, we tested whether school connectedness mediates more distal deficits in social skills in influencing depressive symptoms in a sample of 127 sixth- and seventh-grade students. Results demonstrated that school connectedness and social skills accounted for 44% and 26% of variance in depressive symptoms respectively and 49% in a combined model. Although the full mediation model hypothesis was not supported, follow-up analyses revealed that school connectedness partially mediated the link between social skills and preadolescent depressive symptoms. Thus, school connectedness appears to play as strong a role in depressive symptoms in this younger preadolescent age group.
Leaf, Justin B.; Tsuji, Kathleen H.; Griggs, Brandy; Edwards, Andrew; Taubman, Mitchell; McEachin, John; Leaf, Ronald; Oppenheim-Leaf, Misty L.
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…
Kascsak, Theresa Marie
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…
Maederer, Jennifer L.
The primary purpose of the current research was to determine whether low-income, high-risk young children's emergent literacy skills, including measures of oral language and letter knowledge, were related to their social competence. Other goals included determining the reliability of a social competence rating scale, the Social Competence…
Bock, Marjorie A.
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.…
Vaughn, Sharon; And Others
Teachers' perceptions of behavior and social skills, peer and self-perceptions of social status, and academic achievement were examined for 239 kindergartners in the fall and spring. Students were classified as learning disabled (LD) prior to identification and low, average, and high achievers. Social difficulties of LD students are discussed.…
Raynor, Peter; Vanstone, Maurice
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
Raynor, Peter; Vanstone, Maurice
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.
Vaskinn, Anja; Sundet, Kjetil; Hultman, Christina M; Friis, Svein; Andreassen, Ole A
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.
Pinheiro, Flávio L.; Santos, Francisco C.; Pacheco, Jorge M.
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.
Löhr, Hildegard D; Rosenvinge, Jan H; Wynn, Rolf
We describe a psychoeducational program integrated in a basic computer skills course for participants suffering from social anxiety. The two main aims of the course were: that the participants learn basic computer skills, and that the participants learn to cope better with social anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks. A qualitative analysis was performed, drawing on observations during the course and on interviews with the participants. The participants were positive about the integration of psychoeducation sessions in the computer course, and described positive outcomes for both elements, including improved computer skills, improved self-esteem, and reduced social anxiety. Most participants were motivated to undertake further occupational rehabilitation after the course. PMID:21966225
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…
Evidence shows that there is an increasing number of knowledge and management occupations in a broad range of sectors, requiring greater numbers of well-educated and skilled workers. Despite this compelling need for skilled workers, the reports note that immigrants often do not fare well in the Canadian economy. One of the main barriers faced by…
Kroeger, K A; Schultz, Janet R; Newsom, Crighton
A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.
Castorina, Lia L; Negri, Lisa M
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.
Kurtz, Matthew M.; Mueser, Kim T.
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…
Beaver, Jessica L.; French, Brian F.; Finch, W. Holmes; Ullrich-French, Sarah C.
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…
MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly
Purpose: The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Method: Ninety-two children aged 3 to 5 years old (M[subscript age] = 4.31 years) were…
Shireman, Molly L.; Lerman, Dorothea C.; Hillman, Conrad B.
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…
Prater, Mary Anne; Bruhl, Susan; Serna, Loretta A.
A study compared three procedures for teaching social skills with 13 intermediate-age students with learning disabilities, emotional disturbances, or visual impairments who also participated in cooperative-learning groups. Students who received teacher-directed instruction improved in listening, problem solving, and negotiating skills during…
Webb, B. J.; Miller, S. P.; Pierce, T. B.; Strawser, S.; Jones, W. P.
The purpose of this study was to investigate the efficacy of using the SCORE Skills Strategy (Vernon, Schumaker, & Deshler, 1996) to teach high-functioning adolescents with autism spectrum disorders five important social skills. Ten male participants ranging in age from 12 to 17 took part in a 10-week program. Results obtained using a…
Waugh, Cynthia; Peskin, Joan
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,…
Sherman, A. Robert; And Others
A program of behavioral procedures for the self-management of social-effectiveness skills was evaluated within the context of a university course on principles of behavior self-modification. Sixteen students received training and direction in conducting seven-week self-modification projects focusing either on improving skills of interpersonal…
Palmu, Raimo; Partonen, Timo; Suominen, Kirsi; Vuola, Jyrki; Isometsä, Erkki
Major injuries commonly cause long-standing functional impairment. The authors investigated the levels of and predictors for functioning, disability, and social adaptation 6 months after a burn injury. The overall level of functioning at 6 months postburn was assessed among 87 (81%) of the 107 consecutive acute adult burn patients (mean TBSA 9.7%) admitted to the Helsinki Burn Centre during an 18-month period. Social and Occupational Functioning Assessment Scale (SOFAS) was used to evaluate functioning overall, and Sheehan Disability Scale (SDS) to assess the domains of working capacity, social life, and family life. Social Adaptation Self-Evaluation Scale (SASS) was used to measure social adaptation. Structured clinical interview was used to assess mental disorders at baseline and 6 months after injury. The mean SOFAS score was 69.7 (SD = 20.8), indicating some impairment in social and occupational functioning. The strongest independent predictors of SOFAS were mental disorders during follow-up (P < .001), particularly major depressive disorder (P < .001) and delirium (P = .016), but also length of stay (P = .004) and hand burn (P = .012). Concerning disability (SDS), the authors found mild impairment in all three domains, the most in SDS work (mean 3.59, SD = 3.46). The strongest predictor of SDS was major depressive disorder during follow-up (P < .001) and of SASS personality disorders (P = .007). Six months after a burn injury, some difficulties in social and occupational functioning remained. Level of functioning was predicted strongly and consistently by mental disorders, particularly depression. Length of stay and hand burns also predicted functioning, more in a clinician's evaluation (SOFAS) than in self-reported measures (SDS and SASS).
Spain, Debbie; Blainey, Sarah H
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 high-functioning autism spectrum disorders (hf-ASD) - a clinical population who can present with more subtle core deficits, but comparable levels of impairment and secondary difficulties. A systematic review was undertaken to investigate the effectiveness of social skills interventions for adults with high-functioning autism spectrum disorders. Five studies met the pre-specified review inclusion criteria: two quasi-experimental comparative trials and three single-arm interventions. There was a degree of variation in the structure, duration and content of the social skills interventions delivered, as well as several methodological limitations associated with included studies. Nevertheless, narrative analysis tentatively indicates that group social skills interventions may be effective for enhancing social knowledge and understanding, improving social functioning, reducing loneliness and potentially alleviating co-morbid psychiatric symptoms.
Researchers claim that a lack of social skills might be the main reason why pupils with special educational needs (SEN) in inclusive classrooms often experience difficulties in social participation. However, studies that support this assumption are scarce, and none include pupils with an intellectual disability (ID). This article seeks to make an…
DeRosier, Melissa E.; Swick, Danielle C.; Davis, Naomi Ornstein; McMillen, Janey Sturtz; Matthews, Rebecca
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.,…
Bock, Marjorie A.
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,…
Ratto, Allison B; Turner-Brown, Lauren; Rupp, Betty M; Mesibov, Gary B; Penn, David L
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.
Vlachou, Anastasia; Stavroussi, Panayiota; Didaskalou, Eleni
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…
Shashi, V.; Veerapandiyan, A.; Schoch, K.; Kwapil, T.; Keshavan, M.; Ip, E.; Hooper, S.
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…
Arthur, Darren P
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.
Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.
This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002–03 school year. Children in eight classrooms were screened and identified for participation using the Early Screening Project (ESP). Participants (n=16) were randomly assigned to receive social skills training, First Step to Success, social skills plus literacy training, Early Literacy Essentials, or to a comparison condition. Participants in the two intervention groups were combined and compared with the comparison group. Results indicated statistically significant gains in social skills outcomes for the intervention group. However, parent ratings of social skills showed superior effects for the comparison group as well. Receptive vocabulary, as measured by the Peabody Picture Vocabulary Test (PPVT), yielded a large effect size (Cohen’s d=.95) for the intervention group. Findings suggest that a combined intervention addressing literacy and social skills, shows promise and is worthy of further development and evaluation. PMID:17364005
Fujino, Yuriko; Muroya, Kazuko; Sato, Hitomi
The purpose of this study is to clarify the relation between the development of social skills and students' experience in interpersonal relationships during their college life, focusing on what factors are most influential. The study was conducted based on a questionnaire regarding social skills, attitudes toward college life, clinical practice, lectures and interpersonal relationships, etc., distributed to 72 senior students from a 4-year nursing college as subjects. As a result, it was found that when students had to meet hardships regarding interpersonal relations during their college life, those who had two or more coping tools were able to develop more social skills than those who had to cope with the difficulty on their own. Moreover, students who had part-time jobs, took part in two or more extracurricular activities or overcame the difficulty of interpersonal relations during school festivals were reported to have improved their social skills. From these findings, one can speculate that the more quantity and the higher quality of interpersonal relationships students experience in their college life, the more and the higher-level social skills they can develop. It was also shown that the negative attitude toward interpersonal relationships as well as the difficulty students felt, during clinical practices worked as negative factors that might arrest the development of their social skills. It is therefore suggested that during clinical practices teachers should commit themselves positively to helping students cope with difficult situations or mend their negative attitudes toward interpersonal relations.
Cimini, Giulio; Chen, Duanbing; Medo, Matúš; Lü, Linyuan; Zhang, Yi-Cheng; Zhou, Tao
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.
Ducharme, D E; Holborn, S W
The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.
Ratto, Allison B.; Turner-Brown, Lauren; Rupp, Betty M.; Mesibov, Gary B.; Penn, David L.
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…
Forneris, Tanya; Danish, Steven J; Scott, David L
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.
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.
Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.
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
Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic
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.
Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic
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
Majima, Yukie; Maekawa, Yasuko; Shimada, Satoshi; Izumi, Takako
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.
Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D
Although there is an extensive literature on domains of social skill deficits in individuals with Autism Spectrum Disorders (ASD), little research has examined the relation between specific social cognitive skills and complex social behaviors in daily functioning. This was the aim of the present study. Participants were 37 (26 male and 11 female) children and adolescents aged 6-18 years diagnosed with ASD. To determine the amount of variance in parent-rated complex social behavior accounted for by the linear combination of five directly-assessed social cognitive variables (i.e., adult and child facial and vocal affect recognition and social judgment) after controlling for general intellectual ability, a hierarchical regression analysis was performed. The linear combination of variables accounted for 35.4 % of the variance in parent-rated complex social behavior. Vocal affect recognition in adult voices showed the strongest association with complex social behavior in ASD. Results suggest that assessment and training in vocal affective comprehension should be an important component of social skills interventions for individuals with ASD.
Freedman, Brian; Silverman, Wayne
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…
Pestle, Ruth E.; Wilcox, Catherine F.
This manual is designed for use with adults or secondary school home economics students to help them become more aware of: (1) the nutritional needs of the aged; (2) the physical and social limitations affecting aged homemakers; and (3) the adaptations in individual dietary habits that will meet nutritional needs. The special nutritional needs of…
Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine
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…
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…
Park, Carlie J.; Yelland, Gregory W.; Taffe, John R.; Gray, Kylie M.
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…
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…
Allen, Susan F.; Tracy, Elizabeth M.
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…
Radley, Keith C.; Hanglein, Jeanine; Arak, Marisa
Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder--particularly interventions capable of being…
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…
Janmaat, Jan Germen; Green, Andy
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…
Fleming, Dan B.; Weber, Larry J.
Stresses the importance of critical reading skills for high school students in social studies courses. Suggests that educators develop social studies materials dealing with critical reading and that they undertake research to develop better methods of instruction in critical reading. (DB)
Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope
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 &…
Smith, Paula; O'Donnell, Lisa; Easton, Claire; Rudd, Peter
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…
Haynes-Clements, Lynda A.; Avery, Arthur W.
Developed, implemented, and evaluated a social skills training program for shy persons (N=12). Results indicated that subjects in the experimental group, relative to the control group, significantly decreased their level of social anxiety, decreased their negative self-statements, and increased their perceived ability to participate actively in…
Tepeli, Kezban; Yilmaz, Elif
This study was conducted to find an answer to the question of "Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?" The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental…
Williams, Beth T.; Gray, Kylie M.
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…
Lavoie, Jennifer; Yachison, Sarah; Crossman, Angela; Talwar, Victoria
Lying is an interpersonal exercise that requires the intentional creation of a false belief in another's mind. As such, children's development of lie-telling is related to their increasing understanding of others and may reflect the acquisition of basic social skills. Although certain types of lies may support social relationships, other types of…
Poulou, Maria S.
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' global…
Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove
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…
Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.
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…
Morgan, Joseph John
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…
Lordo, Danielle N.; Bertolin, Madison; Sudikoff, Eliana L.; Keith, Cierra; Braddock, Barbara; Kaufman, David A. S.
The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following…
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…
Carta, Judith; Greenwood, Charles; Luze, Gayle; Cline, Gabriel; Kuntz, Susan
Proficiency in social interaction with adults and peers is an important outcome in early childhood. The development of an experimental measure for assessing growth in social skills in children birth to 3 years is described. Based on the general outcome measurement (GOM) approach (e.g., Deno, 1997), the measure is intended for use by early…
Carta, Judith; Greenwood, Charles; Luze, Gayle; Cline, Gabriel; Kuntz, Susan
Proficiency in social interaction with adults and peers is an important outcome in early childhood. The development of an experimental measure for assessing growth in social skills in children birth to 3 years is described. Based on the general outcome measurement (GOM) approach (e.g., Deno, 1997), the measure is intended for use by early…
Stevenson, M.; Crnic, K.
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 study…
Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter
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:…
Hartoonian, H. Michael
The paper suggests ways to coordinate basic social studies skills to achieve the goal of developing reasoning ability in elementary and secondary students. The first three sections present a rationale for teaching the reasoning process in the social studies curriculum. The author stresses that in order to be an effective thinker, one should be…
Wigelsworth, Michael; Humphrey, Neil; Kalambouka, Afroditi; Lendrum, Ann
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…
Miller, David James
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…
White, Susan Williams
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…
Pugliese, Cara E; Anthony, Laura; Strang, John F; Dudley, Katerina; Wallace, Gregory L; Kenworthy, Lauren
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.
Turkpour, Azita; Mehdinezhad, Vali
The aim of this study was to demonstrate the relation between social and academic support on student ability to adapt to college. Results demonstrated a weak and reverse relation between expression of support and personal ability to adapt and total adaptation. A direct relation was determined between emotional support and social adaptation and…
Laurence, Brian; Bertera, Elizabeth M; Feimster, Tawana; Hollander, Roberta; Stroman, Carolyn
The purpose of this study was to adapt the twenty-six-item Communication Skills Attitude Scale (CSAS) developed for medical students for use among dental students and to test the psychometric properties of the modified instrument. The sample consisted of 250 students (an 80.1 percent response rate) in years D1 to D4 at a dental school in Washington, DC. The mean age of participants was 26.6 years with a range from twenty-one to forty-two years. Slightly more than half of the participants were female (52.4 percent) and were African American or of African descent (51.7 percent). Principal components analysis was used to test the psychometric properties of the instrument. The index that resulted measured both positive and negative attitudes toward learning communications skills. The final twenty-four-item scale had good internal consistency (Cronbach's alpha=0.87), and the study obtained four important factors-Learning, Importance, Quality, and Success-that explained a significant portion of the variance (49.1 percent). Stratified analysis by demographic variables suggested that there may be gender and ethnic differences in the students' attitudes towards learning communication skills. The authors conclude that the CSAS modified for dental students, or DCSAS, is a useful tool to assess attitudes towards learning communication skills among dental students.
Dunlop, Kate L; Barlow-Stewart, Kristine; Butow, Phyllis; Heinrich, Paul
Ongoing professional development for practicing genetic counselors is critical in maintaining best practice. Communication skills training (CST) workshops for doctors in oncology, utilizing trained actors in role plays, have been implemented for many years to improve patient-centred communication. This model was adapted to provide professional development in counseling skills for practicing genetic counselors, already highly trained in counseling skills. Detailed evidence based scenarios were developed. Evaluation of participants' experience and perceived outcomes on practice included surveys immediately post workshops (2002, 2004, 2005, 2008 (×2); n = 88/97), 2-5 years later (2007; n = 21/38) and a focus group (2007; n = 7). All rated workshops as effective training. Aspects highly valued included facilitator feedback, actors rather than role-playing with peers and being able to stop and try doing things differently. Perceived outcomes included the opportunity to reflect on practice; bring focus to communication; motivation and confidence. The high level of satisfaction is a strong endorsement for ongoing communication skills training in this format as part of professional development.
Williams, Beth T; Gray, Kylie M
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 influence of chronological age, cognitive ability and autism symptom severity. These findings extend previous research with adolescents and adults with autism spectrum disorders, suggesting that sadness recognition is also associated with social skills in children with autism.
Harvey, Paul; Harris, Ranida B; Harris, Kenneth J; Wheeler, Anthony R
This study investigates the impact of perceived social stressors on job and career satisfaction. Additionally, the authors investigate whether individuals' reported levels of political skill could attenuate the negative effects of social stressors on these outcome variables. The authors test these hypotheses with a sample of 246 alumni from a private, Midwestern university. The authors' results provide support for the hypothesized negative influence of social stressors on job and career satisfaction and indicate that political skill can moderate these relationships. Practical implications and directions for future research are offered.
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
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
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
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.
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
Laushey, Kelle M; Heflin, L Juane; Shippen, Margaret; Alberto, Paul A; Fredrick, Laura
Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.
Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results showed that children with AS had more social skills deficits according to all raters and that they reported more aggressiveness/antisocial behavior, more conceit/haughtiness, more loneliness/social anxiety, and less assertiveness than controls. The level of agreement between raters varied significantly, suggesting that social skills are best studied with multiple informants.
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…
Platt, Michael L.; Seyfarth, Robert M.; Cheney, Dorothy L.
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
Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony
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
Radley, Keith C; Dart, Evan H; Moore, James W; Battaglia, Allison A; LaBrot, Zachary C
Restricted and repetitive behavior is a central feature of autism spectrum disorder (ASD), with such behaviors often resulting in lack of reinforcement in social contexts. The present study investigated training multiple exemplars of target behaviors and the utilization of lag schedules of reinforcement in the context of social skills training to promote appropriate and varied social behavior in children with ASD. Five participants with ASD between the ages of 7 and 9 attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills was utilized to assess intervention effects. During baseline, participants demonstrated low levels of skill accuracy and low appropriate variability in responding. During continuous reinforcement with one trained exemplar, skill accuracy increased while appropriate variability remained low. Training of three exemplars of target skills resulted in minimal improvements in appropriate variability. Introduction of a Lag 2 schedule with three trained exemplars was generally associated with increased appropriate variability. Further appropriate variability was observed during Lag 4 with three trained exemplars. Limitations and implications are discussed.
Opendak, Maya; Offit, Lily; Monari, Patrick; Schoenfeld, Timothy J.; Sonti, Anup N.; Cameron, Heather A.
Research on social instability has focused on its detrimental consequences, but most people are resilient and respond by invoking various coping strategies. To investigate cellular processes underlying such strategies, a dominance hierarchy of rats was formed and then destabilized. Regardless of social position, rats from disrupted hierarchies had fewer new neurons in the hippocampus compared with rats from control cages and those from stable hierarchies. Social disruption produced a preference for familiar over novel conspecifics, a change that did not involve global memory impairments or increased anxiety. Using the neuropeptide oxytocin as a tool to increase neurogenesis in the hippocampus of disrupted rats restored preference for novel conspecifics to predisruption levels. Conversely, reducing the number of new neurons by limited inhibition of adult neurogenesis in naive transgenic GFAP–thymidine kinase rats resulted in social behavior similar to disrupted rats. Together, these results provide novel mechanistic evidence that social disruption shapes behavior in a potentially adaptive way, possibly by reducing adult neurogenesis in the hippocampus. SIGNIFICANCE STATEMENT To investigate cellular processes underlying adaptation to social instability, a dominance hierarchy of rats was formed and then destabilized. Regardless of social position, rats from disrupted hierarchies had fewer new neurons in the hippocampus compared with rats from control cages and those from stable hierarchies. Unexpectedly, these changes were accompanied by changes in social strategies without evidence of impairments in cognition or anxiety regulation. Restoring adult neurogenesis in disrupted rats using oxytocin and conditionally suppressing the production of new neurons in socially naive GFAP–thymidine kinase rats showed that loss of 6-week-old neurons may be responsible for adaptive changes in social behavior. PMID:27358459
McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason
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,…
Wells, Tanya G.
"Utilization of Skills in the Care of Patients with Deviations in Psychosocial Adaptation" (NS 207) is an associate degree nursing course offered at Chattanooga State Technical Community College. The course stresses the individual as a system in his/her psychosocial adaptation to internal and external stressors, and highlights the…
Pugliese, Cara E.; Anthony, Laura; Strang, John F.; Dudley, Katerina; Wallace, Gregory L.; Kenworthy, Lauren
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…
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…
El Hassan, Karma; Mouganie, Zeina
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…
Crosby, James W.
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…
Inderbitzen, Heidi M.; Garbin, Calvin P.
In an attempt to determine the subscale structures most useful for identifying adolescents with social skill deficits, this study investigated the factor structure of the Teenage Inventory of Social Skills (TISS) and its relationship to two measures of adolescent social competence. Two measures were completed by 1,142 ninth-grade students (577…
Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.
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…
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…
Radley, Keith C.; Ford, W. Blake; Battaglia, Allison A.; McHugh, Melissa B.
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…
Rider, Elizabeth A.; Lajolo, Paula P.; Tone, Luiz G.; Pinto, Rogerio M. C.; Lajolo, Marisa P.; Calhoun, Aaron W.
Objective The goal of this study was to translate, adapt and validate the items of the Gap-Kalamazoo Communication Skills Assessment Form for use in the Brazilian cultural setting. Methods The Gap-Kalamazoo Communication Skills Assessment Form was translated into Portuguese by two independent bilingual Brazilian translators and was reconciled by a third bilingual healthcare professional. The translated text was then assessed for content using a modified Delphi technique and adjusted as needed to assure content validity. A total of nine phrases in the completed tool were adjusted. The final tool was then used to assess videotaped simulations as a means of validation. Response process was assessed using exploratory factor analysis and internal structure was assessed via Cronbach’s Alpha (internal consistency) and Intraclass Correlation (test-retest reliability and inter-rater reliability). Results One hundred and four (104) videotaped communication skills simulations were assessed by 38 subjects (6 staff physicians, 4 faculty physicians, 8 resident physicians, 4 professional actors with experience in simulation, and 16 other allied healthcare professionals). Measures of Internal consistency (Cronbach’s alpha = 0.818) and test-retest reliability (intra-class correlation coefficient = 0.942) were high. Exploratory factor analysis confirmed the uni-dimensionality of the instrument. Conclusions Our results support the validity and reliability of the Brazilian Gap-Kalamazoo Communication Skills Assessment Form when used among Brazilian medical residents. The Brazilian version of Gap-Kalamazoo Communication Skills Assessment Form was found to be adequate both in the linguistic and technical aspects. The use of this instrument in Brazilian medical education can enhance the assessment of physician-patient-team relationships on an ongoing basis. PMID:27941183
Krasik, E D; Logvinovich, G V
In 186 patients with paroxysmal schizophrenia the authors analyzed their social relations and functions as compared with a premorbid period. Four compensated and three decompensated levels of social adaptation have been identified. Variants of combination of clinical and social levels of adaptation are systematized in the form of four types. It has been established that integrative and destructive types of adaptation develop in patients with partial or complete correlation of clinical and social characteristics. Extrovert and introvert types reflect contrast combinations of clinical and social levels of adaptation. The results are of interest for examination of the mechanisms of adaptation formation and optimization of rehabilitation programmes.
Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.
Kjellmer, Liselotte; Hedvall, Åsa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof
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.
Walker, Olga L; Henderson, Heather A
The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. Participants included 1,117 children enrolled in the NICHD Early Child Care Study. During preschool, mothers and childcare providers rated children's temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical-reflective measure during a laboratory visit. During kindergarten and first grade, teacher-report of math and language skills was collected. Results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first grade academic skills. Furthermore, children's SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child's sex did not moderate these associations. Results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children.
Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate
Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in
Leitner, Jordan B; Hehman, Eric; Deegan, Matthew P; Jones, James M
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.
Broekhuizen, Martine L; Mokrova, Irina L; Burchinal, Margaret R; Garrett-Peters, Patricia T
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children's first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives.
Russo-Ponsaran, Nicole M; McKown, Clark; Johnson, Jason K; Allen, Adelaide W; Evans-Smith, Bernadette; Fogg, Louis
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.
Haven, Erin L; Manangan, Christen N; Sparrow, Joanne K; Wilson, Beverly J
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.
Bhola, Poornima; Basavarajappa, Chethan; Guruprasad, Deepti; Hegde, Gayatri; Khanam, Fatema; Thirthalli, Jagadisha; Chaturvedi, Santosh K.
Context: Deficits in social skills may present in a range of psychiatric disorders, particularly in the more serious and persistent conditions, and have an influence on functioning across various domains. Aims: This pilot study aimed at developing a brief measure, for structured evaluation and screening for social skills deficits, which can be easily integrated into routine clinical practice. Settings and Design: The sample consisted of 380 inpatients and their accompanying caregivers, referred to Psychiatric Rehabilitation Services at a tertiary care government psychiatric hospital. Materials and Methods: The evaluation included an Inpatient intake Proforma and the 20-item Social Skills Assessment Screening Scale (SSASS). Disability was assessed using the Indian Disability Evaluation and Assessment Scale (IDEAS) for a subset of 94 inpatients. Statistical Analysis Used: The analysis included means and standard deviations, frequency and percentages, Cronbach's alpha to assess internal consistency, t-tests to assess differences in social skills deficits between select subgroups, and correlation between SSASS and IDEAS scores. Results: The results indicated the profile of social skills deficits assessed among the inpatients with varied psychiatric diagnoses. The “psychosis” group exhibited significantly higher deficits than the “mood disorder” group. Results indicated high internal consistency of the SSASS and adequate criterion validity demonstrated by correlations with select IDEAS domains. Modifications were made to the SSASS following the pilot study. Conclusions: The SSASS has potential value as a measure for screening and individualised intervention plans for social skills training in mental health and rehabilitation settings. The implications for future work on the psychometric properties and clinical applications are discussed. PMID:27833220
Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie
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
Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon
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.
Pedrosa, Ignacio; García-Cueto, Eduardo; Suárez-Álvarez, Javier; Pérez Sánchez, Blanca
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.
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.
Barbas, Maria Potes; Valerio, Gabriel; Rodríguez-Martínez, María del Carmen; Herrera-Murillo, Dagoberto José; Belmonte-Jiménez, Ana María
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…
Harold Herber's self-paced, self-teaching book, "Teaching Reading in the Content Area," can be used by social studies teachers to develop lessons that help students read, write, and think. A sample U.S. history lesson which uses techniques from Herber's book to help students learn about the Declaration of Independence is presented. (RM)
Elias, Maurice J.
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…
Barth, Richard P.; And Others
A 15-session sex education program was delivered by teachers to 586 10th graders using techniques based on social learning theory. Knowledge about sex and contraception were increased, and communication with parents about pregnancy prevention were significantly greater at posttest. No differences in the frequency of sexual intercourse, pregnancy…
... selecting models both at work and in their personal lives to help them grow in this area. ... or coaching and, above all, build and maintain social ... Number NU38DD005376 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent ...
Wu, Yelena P.; Selig, James P.; Roberts, Michael C.; Steele, Ric G.
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…
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…
Monroe, Don; And Others
A social curriculum package was developed for use in adjustment training centers that serve developmentally disabled clients over the age of 16 years. The curriculum features two different instructional styles (verbal instruction and role play) for nine task areas: (1) seeking attention, (2) complying, (3) telling the truth, (4) expressing…
Saloner, Michele R.; Gettinger, Maribeth
Examined the performance of 30 learning disabled and 30 nondisabled children in grades one through seven on the Test of Social Inference (TSI). Results indicated that disabled students obtained lower TSI total scores than did nondisabled students; they also performed relatively lower on TSI items requiring more verbal expression. (NRB)
Eleby, Calvin, Jr.
"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 …
McNamara, J. Regis; And Others
About 180 Negro Head Start children in Dade County, Florida, were tested (1) to discover if the county's program contributed significantly to language skills, social skills, and self-concept development and (2) to determine if an efficient instrument could be developed to measure self-concept in the disadvantaged child. Pretests and posttests used…
Gottlieb, Jennifer D.; Pryzgoda, Jayde; Neal, Andrea; Schuldberg, David
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…
Murray, Christopher; Doren, Bonnie
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…
Francis, J L; Penn, D L
The relationship of insight with the social behaviors of outpatients with severe mental illness (SMI) was investigated. Participants' engaged in two social interactions (i.e., stigmatizing and nonstigmatizing), each with a different research confederate. The participant's behavior was later coded for the presence of various self-presentation and social skill variables. Results indicated that greater insight was associated with better overall social skill, less observed strangeness, and greater self-disclosure of one's mental illness. Furthermore, the three measures of insight, one based on self-report and two interview-based, were all highly intercorrelated, suggesting that they are measuring a similar construct. Finally, consistent with previous research in the area, greater insight was associated with less severe psychiatric symptoms. Implications of these findings for future research are discussed.
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…
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
What Works Clearinghouse, 2015
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:…
This monograph presents the self-help skills module of the social development curriculum portion of the Early Childhood-Special Education Teacher Preparation Program. Included are: (1) an ontogeny of self-help skills (feeding, dressing, toileting, and grooming) in young children; (2) a brief discussion of the relevance of self-help skills to the…
Koegel, R I; Frea, W D
We examined acquisition of individual social communicative behaviors and generalization across other social behaviors in 2 children with autism. The results of a multiple baseline design showed that the children's treated social behaviors improved rapidly and that there were generalized changes in untreated social behaviors. These improvements were accompanied by increases in subjective ratings of the overall appropriateness of the children's social interactions. The results suggest the possibility of identifying pivotal response classes of social communicative behavior that may facilitate the understanding of social behavior in autism as well as improve peer interactions, social integration, and social development. PMID:8407685