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Sample records for adaptive social skills

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    PubMed

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

    2009-11-01

    We present the results of the adaptation of the IHS-Del-Prette (Inventario de Habilidades Sociales, in English, Social Skills Inventory) to a sample of Argentinean college students. Firstly, we addressed the backward translation and carried out an equivalence study of the Portuguese and Spanish versions of the scale. The results showed the two versions were equivalent, as we obtained correlations lower than .50 in only 5 items. Secondly, we performed item analysis by calculating discrimination indexes and item-total correlations. Results indicated that the items are sensitive to differentiate between high and low social-skill groups. Exploratory factor analysis carried out with a sample of 602 college students yielded five factors that explained 26.5% of the total variance, although our data did not completely match the original factor structure. We also obtained moderate alpha values for the subscales, but high reliability for the total scale. Lastly, group differences between males and females are presented to provide evidence of validity. We discuss the implications of the results and present future lines of inquiry. PMID:19899676

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

    ERIC Educational Resources Information Center

    Xu, Yaoying

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  7. Farsi Version of Social Skills Rating System-Secondary Student Form: Cultural Adaptation, Reliability and Construct Validity

    PubMed Central

    Eslami, Ahmad Ali; Amidi Mazaheri, Maryam; Mostafavi, Firoozeh; Abbasi, Mohamad Hadi; Noroozi, Ensieh

    2014-01-01

    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

  8. Teaching Social Skills: An Effective Online Program

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  9. Developing an Adaptive Treatment Strategy for Peer-Related Social Skills for Children With Autism Spectrum Disorders.

    PubMed

    Shih, Wendy; Patterson, Stephanie Y; Kasari, Connie

    2016-01-01

    The purpose of this study was to understand the trajectories of children's response to an intervention prior to the end of the treatment in order to inform adaptive treatment models for future studies. Participants with autism spectrum disorder (ASD) were drawn from a randomized controlled trial comparing 2 different social skills interventions at children's schools. We excluded children with ASD who entered the study with at least 80% time engaged (the average time of neurotypical children in the same classes) in order to examine only those who were engaged below the typical developing peers' average percentage of time engaged. The final sample included 92 children with ASD (82% male, average age = 8.14 years, average IQ = 89.6). We explored whether playground engagement scores measured at entry and midpoint of treatment predicted their engagement scores at end of treatment using the Classification and Regression Tree (CART) method. Using the CART approach, 4 meaningful subgroups based on children's playground engagement scores measured at entry and changes from entry to midpoint were identified. These data suggest that measurements of children's behavior midstudy can be used to predict children's treatment outcomes. Such data may be used to inform decisions to augment or alter programming prior to treatment end in order to tailor intervention to best meet the needs of individual children. PMID:24926658

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

    ERIC Educational Resources Information Center

    Gunindi, Yunus

    2013-01-01

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

  11. [Practising social skills in cases of pervasive developmental disorders].

    PubMed

    Boiseau, Morgane

    2014-01-01

    Social skills enable us to adapt to situational contexts in accordance with specific social and cultural norms. Problems with social skills are frequently observed in people with autism. Adapted speech therapy can be offered in order to help each patient become better integrated into society and to interact with others. PMID:24617088

  12. Social Survey. Social Science Skills Book 3.

    ERIC Educational Resources Information Center

    King, Andrew; And Others

    One of a series of Australian publications on social studies skill development, this booklet introduces secondary students to survey techniques and their applications for gathering data in the school and community. Following an introduction, material is divided into eight chapters. Topics covered are the nature and stages of a social survey,…

  13. Advanced Social Skills. Facilitator's Skill Packets 16-22. Social Skills Training.

    ERIC Educational Resources Information Center

    Model Classrooms, Bellevue, WA.

    These facilitator's skill packets contain seven individual packets related to advanced social skills: (1) asking for help; (2) joining in; (3) giving instructions; (4) following instructions; (5) apologizing; (6) convincing others; and (7) making a decision. Each packet contains the following sections: definition of advanced social skills;…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  15. Social Skills. News Digest #6.

    ERIC Educational Resources Information Center

    Murphy, James, Ed.; Hobbs, Barbara

    1987-01-01

    This edition of the newsletter of the National Information Center for Handicapped Children and Youth introduces methods used to change children's behavior and help them acquire the skills needed to work with others, have friendships, achieve independence, and enjoy normal social relationships. Brief articles have the following titles: "Social…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  18. Evaluating Social Skills of Sexual Aggressives.

    ERIC Educational Resources Information Center

    Becker, Judith V.; And Others

    1978-01-01

    Outlines the current means of assessing various social skills and applying skills training treatments to sexual aggressives. A major finding was that treatment in one skills area does not generalize into other skills areas; that is, each skills deficit must be resolved by individual treatment. (Author)

  19. Social Emotional Learning Skills and Educational Stress

    ERIC Educational Resources Information Center

    Çelik, Ismail

    2013-01-01

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

  20. Enhancing Generalization of Social Skills: Making Social Skills Curricula Effective after the Lesson

    ERIC Educational Resources Information Center

    McIntosh Kent; MacKay, Leslie D.

    2008-01-01

    Sometimes educators are puzzled by how students can demonstrate a social skill perfectly during a practice session in a social skills curriculum but fail to use the same skill in real-life situations. Students with a lack of social skills are more likely to experience teacher and peer rejection, and are more at risk for negative life outcomes,…

  1. Social Skills Diagnostic Screen Administration Manual.

    ERIC Educational Resources Information Center

    Fort McMurray School District 2833 (Alberta).

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

  2. Therapist and Parent Ratings of Changes in Adaptive Social Skills Following a Summer Treatment Camp for Children with Autism Spectrum Disorders: A Preliminary Study

    ERIC Educational Resources Information Center

    Walker, Anne Nehlig; Barry, Tammy D.; Bader, Stephanie H.

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  4. Social and Emotional Smarts: Key Skills.

    ERIC Educational Resources Information Center

    Our Children, 1999

    1999-01-01

    Describes several skills that educators and parents should promote in children and teens entrusted to their care. The skills include self-awareness, self-regulation of emotion, self-monitoring and performance, empathy and perspective taking, and social skills in handling relationships. (SM)

  5. Early Language and Behavioral Regulation Skills as Predictors of Social Outcomes

    ERIC Educational Resources Information Center

    Aro, Tuija; Eklund, Kenneth; Nurmi, Jari-Erik; Poikkeus, Anna-Maija

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Goldstein, Thalia R.

    2011-01-01

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

  7. Promoting Appropriate Behavior through Social Skill Instruction.

    ERIC Educational Resources Information Center

    Bogdan, Joan; Dye, Jerilyn; Leitner, Bonnie; Meersman, Roxanne

    This action research project examined the impact of a social skills curriculum on the behavior of targeted second, fourth, and fifth graders. Problems in student behavior were documented through an analysis of records of peer mediation, student referrals, and staff surveys. The intervention consisted of a social skills curriculum, "Second Step, A…

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

    PubMed

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

    2013-09-01

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

  9. The Central Role of Teaching Social Skills

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  10. 21st Century Skills Map: Social Studies

    ERIC Educational Resources Information Center

    Partnership for 21st Century Skills, 2007

    2007-01-01

    This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of Social Studies.

  11. Assessment of social communication skills in preschoolers.

    PubMed

    Landa, Rebecca J

    2005-01-01

    This paper orients the reader to social communication assessment and reviews methods for assessing social communication behavior in children from toddlerhood through the preschool years. Most standardized, normed tests of language in this age range focus on morpho-syntactic and semantic comprehension and production abilities. While social communication is perhaps one of the most important skills for peer acceptance, these skills are often overlooked in language evaluation with children. However, there are a number of caregiver questionnaires, interviews, or direct social-communication sampling methods that are available to assist clinicians or researchers in documenting social-communication skills or behaviors. Since assessment of social communication is essential in clinical work with children with an autism spectrum disorder, some of the tools described below are outgrowths of autism research or provide autism-related scores. While many children receiving social communication assessments do not have autism, the need to assess social communication skills in children with language impairment is highlighted by the growing literature documenting social and pragmatic difficulties in this population (Bishop 2000 Causes, Characteristics, Intervention, and Outcome. Hove, UK: Psychology press). Regardless of whether the measures presented herein were initially designed for children with autism or not, they will provide insights into the social communicative behaviors or tendencies in young children. PMID:16161095

  12. Social Skills, Attractiveness and Gender: Factors in Perceived Social Support.

    ERIC Educational Resources Information Center

    Hacker, T. Anthony; And Others

    Little research has focused on the particular characteristics necessary to gain and retain social support. To examine whether individuals' differing social support level could be differentiated on social skill level and physical appearance, and if these differences apply equally to males and females, 168 college students (84 males, 84 females)…

  13. Adapting Basic Skills to Counsel Children.

    ERIC Educational Resources Information Center

    Erdman, Phyllis; Lampe, Richard

    1996-01-01

    Discusses modification of basic adult interviewing skills, often the focus of skill development component in counselor education programs, for more effective application with elementary-age children. Four specific areas regarding counseling skills discussed: establishing the appropriate physical environment, building trust, maintaining the…

  14. Effects of Social Skill Instruction

    ERIC Educational Resources Information Center

    Calhoun, Trish

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Beauchamp, Miriam H.; Anderson, Vicki

    2010-01-01

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

  16. Social Skills Instruction: A Collaborative Approach.

    ERIC Educational Resources Information Center

    Warger, Cynthia L.; Rutherford, Robert, Jr.

    This manual and the accompanying videotape are designed to provide a practical way to teach social skills to all students in grades K-8, including students with disabilities, in the classroom and across other school settings. The strategy's collaborative approach was designed for general and special education teachers who are working with other…

  17. Improving Behavior through Social Skills Instruction.

    ERIC Educational Resources Information Center

    DeDobbelaere, Joni; Leaf, Kristie; Ziegler, Ursula

    This action research project implemented and evaluated an intervention designed to assist students in developing their social skills to enhance the classroom atmosphere. The targeted population consisted of fourth-, fifth- and sixth- grade students in lower- to middle-class suburbs of a Midwestern city. Off-task, verbal and physical inappropriate…

  18. Training Blind Adolescents in Social Skills.

    ERIC Educational Resources Information Center

    Van Hasselt, Vincent B.; And Others

    1983-01-01

    Social skills training four blind unassertive adolescent females include instructions, feedback, behavior rehearsal, modeling, and manual guidance. Most behaviors selected for modification changed markedly, although some decreased after four weeks, requiring "booster" sessions to promote a return to posttreatment levels. (Author/CL)

  19. Teaching Social Skills: A Practical Instructional Approach.

    ERIC Educational Resources Information Center

    Rutherford, Robert; And Others

    This program is designed to assist teachers in remediating social behavior problems. The program is structured to provide for evaluation of circumstances surrounding the problem behavior, as well as assessment of the student's behavior at a level sufficient to remediate the problem. Twenty-three specific prosocial skills drawn from classroom…

  20. Does Classmate Ability Influence Students' Social Skills?

    ERIC Educational Resources Information Center

    Gottfried, Michael A.

    2015-01-01

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

  1. Predicting Bullying: Maladjustment, Social Skills and Popularity

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. Improving Student Social Skills through Character Education.

    ERIC Educational Resources Information Center

    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…

  3. Sustaining Employment: Social Skills at Work.

    ERIC Educational Resources Information Center

    Jonikas, Jessica A.; And Others

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

  4. Improving Student Behavior through Social Skills Instruction.

    ERIC Educational Resources Information Center

    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…

  5. Brief Report: Adaptive Behavior and Cognitive Skills for Toddlers on the Autism Spectrum

    PubMed Central

    Ray-Subramanian, Corey E.; Huai, Nan; Weismer, Susan Ellis

    2012-01-01

    This study examined adaptive behavior and cognitive skills for 125 toddlers on the autism spectrum using the recently updated Vineland-II and Bayley-III. Delays in adaptive skills were apparent at two years of age. As a group, toddlers on the autism spectrum had a profile of Vineland-II standard scores in which Motor Skills > Daily Living Skills > Socialization > Communication. Vineland-II scores were significantly correlated with Bayley-III Cognitive scores. Performance on the ADOS was significantly negatively correlated with Bayley-III Cognitive standard scores and standard scores in the Daily Living Skills and Communication domains of the Vineland-II. However, calibrated ADOS scores did not contribute significant variance to Vineland-II scores beyond that predicted by age and Bayley-III scores. PMID:20697794

  6. Are Social Skills Teachable? A Review of the Literature.

    ERIC Educational Resources Information Center

    Erin, J. N.; And Others

    1991-01-01

    This article reviews studies that have attempted to increase three types of social skills in blind and visually impaired individuals: assertiveness training, interactional skills, and skills in physical expression. Most of the studies reported increased social skills following intervention; however, many did not report empirical evidence of…

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

    ERIC Educational Resources Information Center

    Erozkan, Atilgan

    2013-01-01

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

  8. Culturally Responsive Social Skill Instruction for Latino Male Students

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  9. Improving Student Social Skills in Structured and Unstructured Situations.

    ERIC Educational Resources Information Center

    Finzer, Sharon; Green, Patricia; Mizen, Julie; Sennstrom, Sandra

    This action research project involved the implementation and evaluation of a program to increase use of appropriate social skills among third-grade students. The problem of inadequate social skills was documented by means of teacher observations and notice of misbehavior forms. Probable causes for students' lack of social skills were concluded to…

  10. Social Skills Training. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

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

  11. Internet use, social skills, and adjustment.

    PubMed

    Engelberg, Elisabeth; Sjöberg, Lennart

    2004-02-01

    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. PMID:15006168

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Cohen, Mary Riggs

    2011-01-01

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

  15. The use of skilled strategies in social interactions by groups high and low in self-reported social skill.

    PubMed

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

    2012-07-01

    Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were more reliant on simple strategies including acquiescence or refusal, and the emotional tone of their responses was less positive. Greater reliance on sophisticated rather than simple strategies may be linked to more successful social interactions. The potential implications are considered for understanding everyday performance in skilled individuals and populations with limited social skills, such as those with autistic spectrum disorders. PMID:22009524

  16. The Relationships among Facial Emotion Recognition, Social Skills, and Quality of Life.

    ERIC Educational Resources Information Center

    Simon, Elliott W.; And Others

    1995-01-01

    Forty-six institutionalized adults with mild or moderate mental retardation were administered the Vineland Adaptive Behavior Scales (socialization domain), a subjective measure of quality of life, and a facial emotion recognition test. Facial emotion recognition, quality of life, and social skills appeared to be independent of one another. Facial…

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

    ERIC Educational Resources Information Center

    Legoff, Daniel B.; Sherman, Michael

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Yoder, Nick

    2015-01-01

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

  19. Group Intervention: Improving Social Skills of Adolescents with Learning Disabilities.

    ERIC Educational Resources Information Center

    Court, Deborah; Givon, Sarah

    2003-01-01

    This article describes the Life Skills program used to improve the social skills of 12 students with learning disabilities in an Israeli middle school. Each of two groups (girls or boys) met weekly for 5 months to address social skills topics. The article notes gender differences in reactions and participation, and outcomes in such areas as…

  20. Self-Monitoring as a Means to Generalize Social Skills

    ERIC Educational Resources Information Center

    Childs, Deborah

    2012-01-01

    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…

  1. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

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

  2. Selected Social Studies Skills: 88 Reinforcement Lessons for Secondary Students.

    ERIC Educational Resources Information Center

    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,…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    PubMed

    Hope, D A; Mindell, J A

    1994-05-01

    Calvert reviewed the literature on social skills and physical attractiveness and concluded that many ratings of social skill may be confounded by the physical attractiveness of the target individual, possibly due to a general perception that physical attractiveness and social competence are positively correlated. In order to examine the influence of physical attractiveness on social skill ratings, Ss made global ratings of social skill and attractiveness for a confederate whose appearance and behavior had been altered to appear attractive or unattractive and socially skilled or unskilled in an assertiveness and heterosocial vignette. The results indicated that the same skilled behavior was viewed as more competent when performed by an attractive person compared to an unattractive person. Attractiveness had no influence on ratings of generally incompetent behavior. Thus, it appears that physical attractiveness does not compensate for poor interpersonal skills, but a skilled, attractive individual may be judged to have particularly good skills. Implications for the assessment of social skills are discussed. PMID:8192645

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

    PubMed

    Gooding, Lori F

    2011-01-01

    Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning. PMID:22506299

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

    ERIC Educational Resources Information Center

    Missouri State Dept. of Education, Jefferson City.

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

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

    ERIC Educational Resources Information Center

    Koyama, Takanori

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Stednitz, Jayme N.; Epkins, Catherine C.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Vidoni, Carla; Ulman, Jerome D.

    2012-01-01

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

  10. The Use of Technology in Enhancing Social Skills

    ERIC Educational Resources Information Center

    Singer-Califano, Autumn

    2008-01-01

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

  11. Development and Evaluation of a Technology Integrated Social Skills Curriculum

    ERIC Educational Resources Information Center

    Bunting, Tia Wheatley

    2009-01-01

    Social skills in the United States are in serious decline. This decline is seen and heard on television, in movies, in magazines, on radio programs, on the streets, and in the schools. Worcester Preparatory School is alarmed by the decline of social skills. Students at Worcester have increasingly shown difficulty in social interactions. The…

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

    PubMed

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

    2015-09-01

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

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

    PubMed

    Mechanic, D

    1977-08-01

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

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

    ERIC Educational Resources Information Center

    Haynes, Marie Ellen

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  16. Social skills training for the complex offender: employment seeking skills.

    PubMed

    Twentyman, C T

    1978-04-01

    Compared 11 probationers with a history of psychiatric referral to a randomly selected group of unemployed persons from the State Unemployment Office in a number of job interview assessment situations. The probationers were rated as less skillful and also rated themselves as less likely to obtain employment than did the control Ss. After this pretest, the probationers were assigned to one of two treatment groups in which either monetary incentives for job interviews were provided or a skills training program was initiated. Posttest scores indicated that the skills program was most effective in changing behavioral and cognitive responses. These results generalized during the follow-up period; the skills training group obtained employment more frequently than did the incentive group. Implications for training critical skill deficits are discussed in terms of a response acquisition model. PMID:681505

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

    PubMed

    Scharfstein, Lindsay A; Beidel, Deborah C

    2015-01-01

    Whereas much is known about the deficits in social behaviors and social competence in youth with social anxiety disorder (SAD), less is known about those characteristics among youth with generalized anxiety disorder (GAD). This study aimed to better elucidate the social repertoire and peer acceptance of youth with SAD and youth with GAD, relative to normal control (NC) youth. The sample consisted of 58 primarily Caucasian children, ages 6 to 13 years: 20 SAD (12 female), 18 GAD (12 female), and 20 NC (9 female). Diagnoses were based on Anxiety Disorders Interview Schedule for DSM-IV: Children and Parent Versions interviews. A multimodal assessment strategy included parent and child reports, observer ratings of social performance, computer-based analysis of vocal qualities of speech, and peer ratings of likeability and friendship potential. Whereas self- and parental report did not differentiate the two diagnostic groups, differences on observable behaviors were apparent. Children with SAD exhibited anxious speech patterns, extended speech latencies, a paucity of speech, few spontaneous vocalizations, and ineffective social responses; they were perceived by peers as less likeable and socially desirable. Children with GAD had typical speech patterns and were well liked by their peers but displayed fewer spontaneous comments and questions than NC children. Parent and child reports are less sensitive to what could be important differences in social skill between youth with SAD and GAD. Direct observations, computer-based measures of speech quality, and peer ratings identify specific group differences, suggesting the need for a comprehensive evaluation to inform treatment planning. PMID:24819443

  18. Social skills training for youth with autism spectrum disorders.

    PubMed

    Bellini, Scott; Peters, Jessica K

    2008-10-01

    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. PMID:18775374

  19. Increasing Third Grade Social Skills through Cooperative Learning Techniques.

    ERIC Educational Resources Information Center

    Fulton, Mona Layne

    A primary grades specialist implemented a 10-week practicum intervention designed to increase third graders' social skills by training their teachers in cooperative learning techniques and providing cooperatively structured lessons. Eight skills were addressed; these included the skills of accepting peers' ideas for group activities, completing…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    PubMed Central

    Julian, Megan M.; McCall, Robert B.

    2016-01-01

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

  2. Improving Cooperative Behavior through the Use of Social Skills Instruction.

    ERIC Educational Resources Information Center

    Schlender, Angie; Wolf, Lisa

    This action research project implemented and evaluated a program for improving social skills in order to increase cooperative behavior among elementary school students. The targeted students were from a fourth- and a sixth-grade classroom in a middle-class suburban community. The lack of social skills development interfered with positive…

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

    ERIC Educational Resources Information Center

    Wolf, Janice J.; Baker, Pamela Hudson

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2003-01-01

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

  5. Predicting Early School Success with Developmental and Social Skills Screeners.

    ERIC Educational Resources Information Center

    Bain, Sherry K.; Agostin, Tracy McKee

    1997-01-01

    Identifies developmental, social skill, and problem behavior subdomains that best predict academic achievement and grade promotion or retention in the early school years. Tests of 184 students at the end of kindergarten and then one year later indicate that social skills assessment should be included in kindergarten screening packages. (RJM)

  6. Social Skills Assessment of Indian Children with Visual Impairments.

    ERIC Educational Resources Information Center

    Sharma, Sushama; Sigafoos, Jeff; Carroll, Annemaree

    2000-01-01

    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)

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Benton, Mary K.; Schroeder, Harold E.

    1990-01-01

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

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

    ERIC Educational Resources Information Center

    Williams, Gregory J.; Reisberg, Leon

    2003-01-01

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

  10. Improving Social Skills In Elementary Students Through Classroom Meetings

    ERIC Educational Resources Information Center

    Fetissoff, Kira; Kry, Jeannie; Skilling, Aryn

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  12. Teaching Learning-Related Social Skills in Kindergarten Physical Education

    ERIC Educational Resources Information Center

    Liu, Michelle Hsiu-Chen; Karp, Grace Goc; Davis, Debby

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Paraschiv, Irina; Olley, J. Gregory

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

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

    PubMed Central

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. Social Skills and Social Values Training for Future K-Workers

    ERIC Educational Resources Information Center

    Sail, Rahim M.; Alavi, Khadijah

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    McMahon, Camilla M.; Solomon, Marjorie

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Wenz-Gross, Melodie; Upshur, Carole

    2012-01-01

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

  4. Animal social learning: associations and adaptations

    PubMed Central

    Reader, Simon M.

    2016-01-01

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

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

    PubMed Central

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

    2015-01-01

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

  6. Psychiatric syndromes comorbid with mental retardation: differences in cognitive and adaptive skills.

    PubMed

    Di Nuovo, Santo F; Buono, Serafino

    2007-11-01

    The study concerns the specific cognitive and adaptive skills of persons dually diagnosed with mental retardation (MR) and comorbid pathologies, as schizophrenia, personality and mood disorders, pervasive developmental disorders, epilepsy and ADHD. The sample was composed of 182 subjects, diagnosed as mild or moderate MR level, age range from 6 years 8 months to 50 years 2 months, mean age 17.1 (standard deviation 7.9). All the subjects were inpatients in a specialized structure for the diagnosis and the treatment of MR. The instruments of the study were Wechsler Intelligence Scale (WAIS-R or WISC-R according to the chronological age of subjects) and Vineland Adaptive Behavior Scale (VABS). Results confirm that comorbidity is a factor differentiating among mentally retarded subjects. Both verbal processes requiring memory retrieval and visuo-spatial processes are involved as differentiating features. ADHD strongly increases the impairment of cognitive skills, while behavioral disorders are less damaging in MR performance. In adult samples, the differentiating role of comorbid syndromes in MR individuals is reduced for cognitive skills, and limited to some basic verbal abilities, more impaired in mood disorder, less in schizophrenic disorder. The areas of adaptation and socialization, motor and daily living skills, are impaired more in generalized development disturbances than in comorbid schizophrenic and personality and mood disorders. An accurate psychological assessment of dual diagnoses is useful in detecting the specific underlying processes differentiating the comorbid syndromes, and in planning an appropriate rehabilitative treatment. PMID:16697412

  7. Patterns of Growth in Adaptive Social Abilities among Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Anderson, Deborah K.; Oti, Rosalind S.; Lord, Catherine; Welch, Kathleen

    2009-01-01

    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.…

  8. Educators' Social and Emotional Skills Vital to Learning

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Romano, Joan M.; Bellack, Alan S.

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

  10. The Effect of Social Skills Interventions in the Primary School

    ERIC Educational Resources Information Center

    Denham, Alexa; Hatfield, Sarah; Smethurst, Nicola; Tan, Elizabeth; Tribe, Craig

    2006-01-01

    Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and…

  11. Social skills and psychopathic traits in maltreated adolescents.

    PubMed

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

    2016-04-01

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

  12. Recruitment dynamics in adaptive social networks.

    PubMed

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Reiter, Shunit; Lapidot-Lefler, Noam

    2007-01-01

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

  14. Rethinking Social Barriers to Effective Adaptive Management

    NASA Astrophysics Data System (ADS)

    West, Simon; Schultz, Lisen; Bekessy, Sarah

    2016-09-01

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

  15. Rethinking Social Barriers to Effective Adaptive Management.

    PubMed

    West, Simon; Schultz, Lisen; Bekessy, Sarah

    2016-09-01

    Adaptive management is an approach to environmental management based on learning-by-doing, where complexity, uncertainty, and incomplete knowledge are acknowledged and management actions are treated as experiments. However, while adaptive management has received significant uptake in theory, it remains elusively difficult to enact in practice. Proponents have blamed social barriers and have called for social science contributions. We address this gap by adopting a qualitative approach to explore the development of an ecological monitoring program within an adaptive management framework in a public land management organization in Australia. We ask what practices are used to enact the monitoring program and how do they shape learning? We elicit a rich narrative through extensive interviews with a key individual, and analyze the narrative using thematic analysis. We discuss our results in relation to the concept of 'knowledge work' and Westley's (2002) framework for interpreting the strategies of adaptive managers-'managing through, in, out and up.' We find that enacting the program is conditioned by distinct and sometimes competing logics-scientific logics prioritizing experimentation and learning, public logics emphasizing accountability and legitimacy, and corporate logics demanding efficiency and effectiveness. In this context, implementing adaptive management entails practices of translation to negotiate tensions between objective and situated knowledge, external experts and organizational staff, and collegiate and hierarchical norms. Our contribution embraces the 'doing' of learning-by-doing and marks a shift from conceptualizing the social as an external barrier to adaptive management to be removed to an approach that situates adaptive management as social knowledge practice. PMID:27351578

  16. Social skills training in a depressed, visually impaired older adult.

    PubMed

    Donohue, B; Acierno, R; van Hasselt, V B; Hersen, M

    1995-03-01

    A multiple baseline design was used to assess the effects of social skills training (SST) in a 65-year-old woman suffering from major depression and severe macular degeneration. Responses to role-played scenarios requiring assertiveness, in vivo request for assistance and social involvement, self-reported assertiveness, depression, and happiness were repeatedly recorded during baseline, treatment, and follow-up phases. Results showed progressive improvement in targeted social skills with SST in both clinic and home settings. Concurrent with enhanced levels of social skill were dramatic decreases of depression to a nonclinical level. Improved skill levels and diminished Geriatric Depression Scale scores were maintained during the 7-month follow-up period, except at the 6 month assessment after which booster treatment was applied to reinstate maximum improvement. PMID:7642763

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

    ERIC Educational Resources Information Center

    Beyer, Barry K.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Abdelrasoul, Mohamed Mahmoud Ibrahim

    2014-01-01

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

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

    PubMed

    Pereira-Lima, K; Loureiro, S R

    2015-01-01

    The medical residency is recognized as a risk period for the development of burnout and mental health problems, such as anxiety and depression, which have impact on the physician and clientele alike. There is a need for studies that address conditions of risk and protection for the development of such problems. This study aimed to verify the rates of burnout, anxiety, and depression presented by resident physicians, as well as the associations of these problems with social skills, as potential protective factors. The hypothesis was defined that the problems (burnout, anxiety, and depression) would be negatively associated with social skills. A total of 305 medical residents, of both genders, of different specialties, from clinical and surgical areas of a Brazilian university hospital were evaluated using the following standardized self-report instruments: Burnout Syndrome Inventory, Social Skills Inventory, and the Patient Health Questionnaire-4. High rates of burnout and mental health problems were verified and social skills were negatively associated with burnout dimensions such as emotional exhaustion, emotional detachment, and dehumanization, but positively associated with personal accomplishment. Furthermore, residents with indicators of problems presented significantly lower social skills means than those of residents without indicators of burnout, anxiety, or depression. More studies are needed, which include other types of instruments in addition to self-report ones and evaluate not only social skills but also social competence in the professional practice. These should adopt intervention and longitudinal designs that allow the continuity or overcoming of the problems to be verified. Since social skills can be learned, the results of the study highlight the importance of developing the interpersonal skills of the professionals during the training of resident physicians in order to improve their practice. PMID:25030412

  20. Social, occupational and cultural adaptation in Antarctica

    NASA Astrophysics Data System (ADS)

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

    2016-07-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  2. A Program for Teaching Primary Preventive Social Skills.

    ERIC Educational Resources Information Center

    Kapp-Simon, Kathy A.; Simon, Dennis J.

    This paper presents an overview of a systematic primary prevention program for promoting social competency in junior high school students, including a summary of goals, method, techniques, leadership requirements, and evaluation research. The Social Skills Training Program is described as a curriculum-based, small group program which teaches…

  3. Teaching Selected Telephone Related Social Skills to Severely Handicapped Students

    ERIC Educational Resources Information Center

    Neitupski, John; Williams, Wes

    1976-01-01

    A program was developed for teaching severely handicapped students the skills necessary for appropriate interaction with their peers via the telephone and to initiate and receive requests to engage in social interactions across many social situations. Instructional procedures used were modeling, priming, chaining of responses and rehearsal. (MS)

  4. Using an Extracurricular Physical Activity Program to Enhance Social Skills.

    ERIC Educational Resources Information Center

    Bluechardt, Mary H.; Shephard, Roy J.

    1995-01-01

    An individualized physical activity program with a strong social skills component was implemented with 45 students (ages 8 to 10) with learning disabilities. Participants' gains in self-ratings of competence and teacher ratings of social behavior were no larger than gains of control students receiving comparable attention through individualized…

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

    ERIC Educational Resources Information Center

    Dianna, Michael A.

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

  6. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Chupp, Amy I.; Boes, Susan R.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Schmidt, Majda; Prah, Alenka; Cagran, Branka

    2014-01-01

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

  9. Social Skills Intervention for a Child Who Is Blind

    ERIC Educational Resources Information Center

    Celeste, Marie

    2007-01-01

    This study evaluated the effectiveness of a social skills intervention plan for a preschool child who is blind and has no additional disabilities. After the plan was implemented, the child demonstrated an increased frequency and range of play behaviors and social interactions. (Contains 3 figures.)

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

    ERIC Educational Resources Information Center

    Ozmen, Cengiz

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Carlisle, Gretchen K.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Zhang, Kaili Chen

    2011-01-01

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

  13. Toward a Definition of Social Skills: Implications for Adults with Mental Retardation in Employment Settings.

    ERIC Educational Resources Information Center

    Chadsey-Rusch, Janis

    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,…

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

    ERIC Educational Resources Information Center

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

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

  15. Preschoolers' Social Skills Steer Life Success

    ERIC Educational Resources Information Center

    Willis, Clarissa A.; Schiller, Pam

    2011-01-01

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

  16. Assessment of Social Communication Skills in Preschoolers

    ERIC Educational Resources Information Center

    Landa, Rebecca J.

    2005-01-01

    This paper orients the reader to social communication assessment and reviews methods for assessing social communication behavior in children from toddlerhood through the preschool years. Most standardized, normed tests of language in this age range focus on morpho-syntactic and semantic comprehension and production abilities. While social…

  17. Pride: adaptive social emotion or seventh sin?

    PubMed

    Williams, Lisa A; DeSteno, David

    2009-03-01

    This experiment examined the ability of pride to serve as an adaptive emotion within the context of social interaction. After an in vivo induction of pride or a neutral state, participants engaged in a group problem-solving task. In contrast to a conventional view that pride is often associated with negative interpersonal outcomes, results confirmed that proud individuals not only took on a dominant role within the group problem-solving task, but also were perceived as the most likeable interaction partners. These findings suggest that pride, when representing an appropriate response to actual performance (as opposed to overgeneralized hubris), constitutes a functional social emotion with important implications for leadership and the building of social capital. PMID:19207690

  18. Social networks as embedded complex adaptive systems.

    PubMed

    Benham-Hutchins, Marge; Clancy, Thomas R

    2010-09-01

    As systems evolve over time, their natural tendency is to become increasingly more complex. Studies in the field of complex systems have generated new perspectives on management in social organizations such as hospitals. Much of this research appears as a natural extension of the cross-disciplinary field of systems theory. This is the 15th in a series of articles applying complex systems science to the traditional management concepts of planning, organizing, directing, coordinating, and controlling. In this article, the authors discuss healthcare social networks as a hierarchy of embedded complex adaptive systems. The authors further examine the use of social network analysis tools as a means to understand complex communication patterns and reduce medical errors. PMID:20798616

  19. Changing Social Behavior and Cognitive Skills.

    ERIC Educational Resources Information Center

    Denton, Jon J.

    1978-01-01

    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)

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

    PubMed

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Flynn, Lorna; Healy, Olive

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Olcay-Gül, Seray; Tekin-Iftar, Elif

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Sani Bozkurt, Sunagul; Vuran, Sezgin

    2014-01-01

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

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

    PubMed

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

    2016-07-01

    Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. PMID:26872955

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  8. Relationships between Social Skills, Behavioral Problems, and School Readiness for Head Start Children

    ERIC Educational Resources Information Center

    Bracken, Stacey Storch; Fischel, Janet

    2007-01-01

    This study followed 515 4-year-olds from Head Start entry to exit to investigate their social and behavioral skills and the impact of these skills on school readiness outcomes. Results indicated that, on average, social skills improved across the preschool year, while behavior problems remained relatively stable. Social skills and behavior…

  9. Skills for Dealing with Feelings. Facilitator's Skill Packets 23-29. Social Skills Training.

    ERIC Educational Resources Information Center

    Model Classrooms, Bellevue, WA.

    These facilitator's skill packets contain seven individual packets on skills for dealing with feelings: (1) knowing one's feelings; (2) expressing one's feelings; (3) understanding the feelings of others; (4) dealing with someone else's anger; (5) expressing affection; (6) dealing with fear; and (7) rewarding oneself. Each unit contains the…

  10. Social skills and depression in adolescent substance abusers.

    PubMed

    Van Hasselt, V B; Null, J A; Kempton, T; Bukstein, O G

    1993-01-01

    The present study provided an assessment of social skills and depression in adolescent substance abusers hospitalized in an inpatient psychiatric setting. Level of social skill was evaluated using the Adolescent Assertion Expression Scale and the Loneliness Scale. Depression and related problems were examined through administration of the Beck Depression Inventory. Beck Hopelessness Scale, and the Rosenberg Self-Esteem Scale. Comparisons with normative values and clinical cut-offs (by gender) indicated that female adolescent substance abusers were less submissive and more aggressive than normative counterparts; male substance abusers exhibited less assertiveness. In addition, mild to moderate levels of depression were evident in both female and male substance abusers. Further, results of correlational analyses revealed several significant relationships between measures of social skills and depression. Results are discussed in terms of: (a) the need for finer grained analyses of social functioning in adolescent substance abusers, (b) the potential value of skills intervention for a subgroup of these individuals, and (c) the need for longitudinal data to more clearly explicate patterns and sequencing of social (mal)adjustment, affective disorder, and onset of substance abuse in this population. PMID:8465682

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

    ERIC Educational Resources Information Center

    Twyman, Todd; Tindal, Gerald

    2006-01-01

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

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

    PubMed

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Giler, Janet Z.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Smangs, Mattias

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Gut, Dianne M.; Safran, Stephen P.

    2002-01-01

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

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

    ERIC Educational Resources Information Center

    Johnson, Vicky V.

    2014-01-01

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

  19. Social Skills in Children with Intellectual Disabilities with and without Autism

    ERIC Educational Resources Information Center

    de Bildt, A.; Serra, M.; Luteijn, E.; Kraijer, D.; Sytema, S.; Minderaa, R.

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Ishimine, Karin; Wilson, Rachel; Evans, David

    2010-01-01

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

  3. Improving Cooperative Behavior through the Use of Social Skills Instruction.

    ERIC Educational Resources Information Center

    Zukauskas, Julie A.

    Elementary school students often exhibit a lack of social skills that interferes with positive classroom interaction. This action research project examined the impact of an intervention for improving respect for others, self control, and listening to increase cooperative behavior in students. The targeted population consisted of a class of fourth…

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

    ERIC Educational Resources Information Center

    Phillips, Amy

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Kumtepe, Alper T.

    2006-01-01

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

  9. Improving Students' Social Skills and Achievement through Cooperative Learning.

    ERIC Educational Resources Information Center

    Caparos, Jennifer; Cetera, Colleen; Ogden, Lynn; Rossett, Kathryn

    This action research project evaluated a program designed to increase the use of appropriate social skills and improve academic achievement. The targeted population was comprised of first through third graders in four separate communities located in northeast Illinois. Evidence of the problem included teacher observational checklists denoting…

  10. Using Technology to Create Motivating Social Skills Lessons

    ERIC Educational Resources Information Center

    Cumming, Therese M.

    2010-01-01

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

  11. Encouraging Social Skills through Dance: An Inclusion Program in Korea.

    ERIC Educational Resources Information Center

    Lee, Sang Bok; Kim, Jeongil; Lee, Sang Hoon; Lee, Hyo-Shin

    2002-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Mounts, Nina S.

    2011-01-01

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

  14. Bullying Prevention in the Elementary Classroom Using Social Skills

    ERIC Educational Resources Information Center

    Anderson, Stacie; Swiatowy, Colleen

    2008-01-01

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

  15. Improving Discipline through the Use of Social Skills.

    ERIC Educational Resources Information Center

    Cook, Danielle; Rudin, Lynn

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

  16. Improving Social Skills at the Elementary and Secondary Level.

    ERIC Educational Resources Information Center

    Bausman, Kathy; Bent, Shirley; Collister, Jennifer; Post, Judy

    This action research project examined the impact of a social skills intervention to reduce the amount of inappropriate, rude, and disruptive behavior from elementary and secondary students. Targeted for this study were elementary and secondary students in three schools in rural western Illinois. The problems of lack of preparation for class,…

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

    ERIC Educational Resources Information Center

    Samanci, Osman

    2010-01-01

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

  18. Teachers' Perspectives on Student Problematic Behavior and Social Skills

    ERIC Educational Resources Information Center

    Riney, Summer Sides; Bullock, Lyndal M.

    2012-01-01

    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…

  19. Nonverbal Social Interaction Skills of Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Agaliotis, Ioannis; Kalyva, Efrosini

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. Improving Social Skills: A Training Presentation to Parents

    ERIC Educational Resources Information Center

    Utay, Joe; Utay, Carol

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  4. Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

    PubMed Central

    Ziv, Yair

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

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

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

    PubMed

    Mounts, Nina S

    2011-04-01

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

  7. Oxytocin-Augmented Social Cognitive Skills Training in Schizophrenia

    PubMed Central

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

    2014-01-01

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

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

    PubMed

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

    1996-10-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed

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

    2014-01-01

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

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

    PubMed

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

    2015-11-01

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

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

    PubMed

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

    2016-07-01

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

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

    ERIC Educational Resources Information Center

    Dagseven Emecen, Deniz

    2011-01-01

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

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

    PubMed

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

    2015-05-01

    Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study describes preliminary data from a group format manual-based intervention, the Interpersonal Problem-Solving for Workplace Adaptation Programme, aimed at improving the cognitive and metacognitive process of social problem-solving skills focusing on typical social situations in the workplace based on mediation as the main strategy. A total of 50 adults with Asperger syndrome received the programme and were compared with a control group of typical development. The feasibility and effectiveness of the treatment were explored. Participants were assessed at pre-treatment and post-treatment on a task of social problem-solving skills and two secondary measures of socialisation and work profile using self- and caregiver-report. Using a variety of methods, the results showed that scores were significantly higher at post-treatment in the social problem-solving task and socialisation skills based on reports by parents. Differences in comparison to the control group had decreased after treatment. The treatment was acceptable to families and subject adherence was high. The Interpersonal Problem-Solving for Workplace Adaptation Programme appears to be a feasible training programme. PMID:24569569

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

    ERIC Educational Resources Information Center

    Cohen, Cathi

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

  17. Social and Communicational Skills in Upper Secondary Vocational Education and Training

    ERIC Educational Resources Information Center

    Raisanen, Anu; Rakkolainen, Mari

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    de Guzman, Allan B.; Choi, Kyoung Ok

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Weinberger, Beverley Slome; Barakat, Lamia P.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Wichnick, Alison Marie

    2013-01-01

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

  2. Poor Social Skills Are a Vulnerability Factor in the Development of Psychosocial Problems.

    ERIC Educational Resources Information Center

    Segrin, Chris; Flora, Jeanne

    2000-01-01

    Presumes that poor social skills are thought to make people vulnerable to psychosocial problems pursuant to the experience of stressful life events. Indicates that lower social skills scores of a group of college freshmen were predictive of a worsening of psychosocial problems. Finds that social skills interacted with stressful life events to…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Cappadocia, M. Catherine; Weiss, Jonathan A.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Karimzadeh, Nazanin

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Glick, Gary C.; Rose, Amanda J.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    van Nieuwenhuijzen, M.; Vriens, A.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Eteokleous, Nikleia

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  14. Measuring children's social skills using microcomputer-based videodisc assessment.

    PubMed

    Irvin, L K; Walker, H M; Noell, J; Singer, G H; Irvine, A B; Marquez, K; Britz, B

    1992-10-01

    This article describes the development of a microcomputer-based videodisc assessment prototype for measuring children's social skills. The theoretical and empirical foundations for the content are described, and the contributions of interactive microcomputer-based video technology to assessment of children with handicaps are detailed. An application of Goldfried and D'Zurilla's "behavior-analytic" approach to development of the content of assessments is presented, and the related video and computer technology development is detailed. The article describes the conceptual foundations of the psychometrics of the assessment prototype as well as the psychometric methodology that was employed throughout the development process. Finally, a discussion of the potential applications and implications of the social skills assessment prototype is included. PMID:1417710

  15. Elementary neurocognitive function, facial affect recognition and social-skills in schizophrenia.

    PubMed

    Meyer, Melissa B; Kurtz, Matthew M

    2009-05-01

    Social-skill deficits are pervasive in schizophrenia and negatively impact many key aspects of functioning. Prior studies have found that measures of elementary neurocognition and social cognition are related to social-skills. In the present study we selected a range of neurocognitive measures and examined their relationship with identification of happy and sad faces and performance-based social-skills. Fifty-three patients with schizophrenia or schizoaffective disorder participated. Results revealed that: 1) visual vigilance, problem-solving and affect recognition were related to social-skill; 2) links between problem-solving and social-skill, but not visual vigilance and social-skill, remained significant when estimates of verbal intelligence were controlled; 3) affect recognition deficits explained unique variance in social-skill after neurocognitive variables were controlled; and 4) affect recognition deficits partially mediated the relationship of visual vigilance and social-skill. These results support the conclusion that facial affect recognition deficits are a crucial domain of impairment in schizophrenia that both contribute unique variance to social-skill deficits and may also mediate the relationship between some aspects of neurocognition and social-skill. These findings may help guide the development and refinement of cognitive and social-cognitive remediation methods for social-skill impairment. PMID:19328653

  16. Social Skills Deficits and Vocal Characteristics of Children with Social Phobia or Asperger's Disorder: A Comparative Study

    ERIC Educational Resources Information Center

    Scharfstein, Lindsay A.; Beidel, Deborah C.; Sims, Valerie K.; Finnell, Laura Rendon

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  18. A systems paradigm of organizational adaptations to the social environment.

    PubMed

    Strand, R

    1983-01-01

    In order to define generic research questions and to develop a typology of organizational social performance concepts, a systems paradigm for organizational adaptations to social environments is advocated. The active distinction between descriptive, normative, and evaluative inquiry is emphasized. Organizational social responsibility, social responsiveness, and social responses are defined in context of the systems paradigm. In addition, a categorical model of organizational social responses that directly affect the quality of work life and the quantity of life is outlined. PMID:10260562

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

    PubMed

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

    2016-05-01

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

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

    ERIC Educational Resources Information Center

    Peleg, Ora

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    LaFromboise, Teresa D.; Rowe, Wayne

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

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

    PubMed Central

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

    2015-01-01

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

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

    PubMed Central

    Zhou, Mi; Lin, Weipeng

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed Central

    Tang, Fang; Qin, Ping

    2015-01-01

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

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

    PubMed

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

    2016-09-01

    The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8-13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training. PMID:27289230

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

    ERIC Educational Resources Information Center

    Dereli-Iman, Esra

    2014-01-01

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

  13. Social Rewards Enhance Offline Improvements in Motor Skill

    PubMed Central

    Sugawara, Sho K.; Tanaka, Satoshi; Okazaki, Shuntaro; Watanabe, Katsumi; Sadato, Norihiro

    2012-01-01

    Motor skill memory is first encoded online in a fragile form during practice and then converted into a stable form by offline consolidation, which is the behavioral stage critical for successful learning. Praise, a social reward, is thought to boost motor skill learning by increasing motivation, which leads to increased practice. However, the effect of praise on consolidation is unknown. Here, we tested the hypothesis that praise following motor training directly facilitates skill consolidation. Forty-eight healthy participants were trained on a sequential finger-tapping task. Immediately after training, participants were divided into three groups according to whether they received praise for their own training performance, praise for another participant's performance, or no praise. Participants who received praise for their own performance showed a significantly higher rate of offline improvement relative to other participants when performing a surprise recall test of the learned sequence. On the other hand, the average performance of the novel sequence and randomly-ordered tapping did not differ between the three experimental groups. These results are the first to indicate that praise-related improvements in motor skill memory are not due to a feedback-incentive mechanism, but instead involve direct effects on the offline consolidation process. PMID:23144855

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

    SciTech Connect

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

    1996-08-09

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

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

    PubMed

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

    2016-01-01

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

  16. The social adaptation of children born after ICSI compared with IVF-conceived children: a study from China.

    PubMed

    Xing, Lan-Feng; Qu, Fan; Qian, Yu-Li; Zhang, Fan-Hong; Zhu, Yi-Min; Xu, Xin-Fen

    2011-11-01

    We compared the social adjustment among Chinese children born after intracytoplasmic sperm injection (ICSI) vs those after in vitro fertilisation (IVF) and identify factors related to the adjustment. The social adaptation of 86 ICSI and 165 IVF conceived children of 4-6 years of age was assessed using the Infants-Junior Middle School Students' Social-Life Abilities Scale. There was no significant difference between the ICSI and IVF-conceived groups on the item of communication, self-dependence, locomotion, work skills, socialisation, self-management and total scores. Compared with routine IVF, ICSI does no harm to the social adaptation of children conceived through this technology. PMID:22085069

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

    PubMed Central

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Hood, Julia Ann Kelly

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Cardullias, Peter J.; And Others

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

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

    ERIC Educational Resources Information Center

    Fisher, Kristi; Haufe, Theresa

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed

    Desseilles, Martin

    2016-01-01

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

  8. Adaptation of Professional Skills in the Unit Operations Laboratory

    ERIC Educational Resources Information Center

    Rende, Deniz; Rende, Sevinc; Baysal, Nihat

    2012-01-01

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

  9. Children with Attention-Deficit/Hyperactivity Disorder: A Review of the Literature on Social Skills Deficits.

    ERIC Educational Resources Information Center

    Frederick, Brian P.; Olmi, D. Joe

    1994-01-01

    Social interactions between children with Attention-Deficit/Hyperactivity Disorder (ADHD) and their teachers, peers, and parents are discussed. Problematic interactions may depend on social skills deficits. Changing the focus to ADHD children who are not experiencing social skills deficits may prove beneficial. A review of the previous literature…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Elliott, Denise Marie

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Spain, Debbie; Blainey, Sarah H.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Zsolnai, Anikó; Kasik, László

    2014-01-01

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

  16. Training in Social and Interpersonal Problem-Solving Skills for Mildly and Moderately Mentally Retarded Adults.

    ERIC Educational Resources Information Center

    Castles, Elaine E.; Glass, Carol R.

    1986-01-01

    Effectiveness of social-skills training, interpersonal problem-solving training, and a combination in improving social competence of 33 moderately and mildly mentally retarded adults was evaluated. Treated Ss improved on role-play tests of social skills and moderately retarded treated Ss improved relative to moderately retarded controls on the…

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

    ERIC Educational Resources Information Center

    Kol, Suat

    2016-01-01

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

  18. Vietnamese women immigrants' life adaptation, social support, and depression.

    PubMed

    Lin, Li-Hua; Hung, Chich-Hsiu

    2007-12-01

    The purpose of this study was to explore the relationships between life adaptation, social support, and depression among migrant Vietnamese women living in Meinong Township, Kaohsiung County. With a cross-sectional study design, 143 participants were recruited by purposive sampling. Structured questionnaires including Demographic Inventory Scale, Life Adaptation Scale, Social Support Scale, and Beck Depression Inventory Scale were used. Data were analyzed with Pearson's correlation and One-way ANOVA. The results showed that Vietnamese women's social support was significantly correlated with the length of time living in Taiwan, the length of marriage, and their husbands' age. Women's social support was significantly different with languages in common, the way of acquaintance with her husband, and family members living together. Depression was significantly different with family income. Life adaptation was also significantly different with family income. Moreover, there was a significantly positive correlation between Vietnamese women's social support and life adaptation, and significantly negative correlations between Vietnamese women's social support and depression, and between their life adaptation and depression. The study findings could be used as references for health professionals and government agencies to institute strategies and policies for promoting migrant Vietnamese women's life adaptation. PMID:18080969

  19. Adapting Behavioral Interventions for Social Media Delivery

    PubMed Central

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

    2016-01-01

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

  20. Adapting Behavioral Interventions for Social Media Delivery.

    PubMed

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

    2016-01-01

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

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

    PubMed

    Banister, Christina M; Meriac, John P

    2015-01-01

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

  2. Reliability of the social skills rating system in a group of Iranian children.

    PubMed

    Shahim, S

    2001-12-01

    The purpose of this study was to investigate reliability of the Social Skills Rating Systems of Gresham and Elliott for use in Iran. The sample consisted of 304 students aged 6 to 12 years, selected from the elementary schools in Shiraz, Iran. Parents' and teachers' ratings of social skills and behavioural problems and self-rating of social skills were applied in this study. Pearson correlations between parents' and teachers' ratings were low to moderate. Correlations between social skills subdomains and behavioural problems subdomains were low to high. Cronbach coefficients alpha were satisfactory for the two subdomains. PMID:11824717

  3. Evidence-based social skills training for adolescents with autism spectrum disorders: the UCLA PEERS program.

    PubMed

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

    2012-06-01

    The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. PMID:21858588

  4. Adaptive Teaching: An Invaluable Pedagogic Practice in Social Studies Education

    ERIC Educational Resources Information Center

    Ikwumelu, S. N.; Oyibe, Ogene A.; Oketa, E. C.

    2015-01-01

    The paper delved into the issue of learner/teacher centredness in Social Studies and held that the choice of around whom Social Studies teaching would be centred should be determined by the individual differences of the learners. Adaptive teaching was explained as an approach aimed at achieving a common instructional goal with learners considering…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    PubMed

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

    2011-04-01

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

  7. Governance of social dilemmas in climate change adaptation

    NASA Astrophysics Data System (ADS)

    Bisaro, Alexander; Hinkel, Jochen

    2016-04-01

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

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

    USGS Publications Warehouse

    Allen, Craig R.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Whitted, Kathryn S.

    2011-01-01

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

  11. Improve Problem Solving Skills through Adapting Programming Tools

    NASA Technical Reports Server (NTRS)

    Shaykhian, Linda H.; Shaykhian, Gholam Ali

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  13. Adaptive Skills and Maladaptive Behavior of Adolescents with Autism Spectrum Disorders Attending Special Schools in Singapore

    ERIC Educational Resources Information Center

    Poon, Kenneth K.

    2011-01-01

    This study describes the profile of and relationships between adaptive skills and the maladaptive behaviors exhibited by adolescents with autism spectrum disorders (ASD) attending special schools in Singapore. Parents of 20 adolescents with ASD attending special schools completed the Development Behavior Checklist (DBC; Einfeld & Tonge, 1995;…

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

    ERIC Educational Resources Information Center

    Roessger, Kevin M.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Svec, Henry; Bechard, Joseph

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

  16. Perceived Importance of Social Skills: A Survey of Teachers, Parents, and Other Professionals.

    ERIC Educational Resources Information Center

    Baumgart, Diane; And Others

    1991-01-01

    A nationwide survey of 263 parents, teachers, and other professionals and interviews with 24 teachers investigated the perceived importance of social skills instruction for students with disabilities. Both teachers and other professionals rated social skills as more important than did parents, regardless of student age or disability severity.…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Bellanca, James

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

  20. Effects of Social Skills Training on an Adolescent with Comorbid Conduct Disorder and Depression.

    ERIC Educational Resources Information Center

    Miller, David N.; Cole, Christine L.

    1998-01-01

    Examined the effects of a school-based social skills training program which used instruction, modeling, role-play, and performance feedback. Results indicate increases in prosocial behaviors in the treatment settings and a decrease in depression. No significant changes in the student's social skills were noted by teachers or classmates. (RJM)

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  3. Improving Student Social Skills through the Use of Cooperative Learning, Problem Solving, and Direct Instruction.

    ERIC Educational Resources Information Center

    Brandt, Meredith; Christensen, Robb

    The report describes a program to improve students social skills and level of responsibility. The targeted eighth and ninth grade students are located in two communities in northwestern Illinois. The problem of students exhibiting a lack of social skills and responsibility had been documented by student discipline referrals, anecdotal records,…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Spivey, Corrine E.; Mechling, Linda C.

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars

    2015-01-01

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

  7. Increasing On-Task Behavior through the Development of Classroom Social Skills

    ERIC Educational Resources Information Center

    Arritola, Kathleen; Breen, Jennifer; Paz, Elizabeth

    2009-01-01

    In recent years teachers within the classroom have experienced an increase in the off-task behaviors of students. The purpose of this action research project was to increase on-task behavior through development of classroom social skills. The causes may be a lack of social skills, outside influences, presentation of materials, students not…

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

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Sadeh, Shanna S.

    2014-01-01

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

  11. Teacher Support as a Buffer between Interparental Conflict and Child Social Skills

    ERIC Educational Resources Information Center

    Spjeldnes, Solveig; Koeske, Gary; Sales, Esther

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Young-il

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Vidoni, Carla; Ward, Philip

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Arslan, Emel

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  18. Generalization of Social Skills through Self-Monitoring by Adults with Mild Mental Retardation.

    ERIC Educational Resources Information Center

    Misra, Anjali

    1992-01-01

    Three adult subjects with mild mental retardation were trained in individualized social skills and then taught to self-monitor their behavior, initially using a self-monitoring device. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable. (Author/DB)

  19. Increasing Peer-Directed Social-Communication Skills of Children Enrolled in Head Start.

    ERIC Educational Resources Information Center

    Craig-Unkefer, Lesley A.; Kaiser, Ann P.

    2003-01-01

    This article describes success of an intervention to improve the social-communicative interactions of six Head Start children (age 3) at risk for delays in language and social skills. Skills targeted included: commenting about one's own play actions and actions of peers, asking and responding to peer questions, and taking turns. (Contains…

  20. The Play Factor: Effect of Social Skills Group Play Therapy on Adolescent African-American Males

    ERIC Educational Resources Information Center

    Earls, Melissa K.

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Minihan, Aileen; Kinsella, William; Honan, Rita

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Traisorn, Rattanaporn; Soonthornrojana, Wimonrat; Chano, Jiraporn

    2015-01-01

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

  4. Improving Student Social Skills through Cooperative Learning and the Second Step Violence-Prevention Curriculum.

    ERIC Educational Resources Information Center

    Pirrello, Kathleen

    This report describes a classroom intervention for improving the social skills of fourth-grade students in an urban school. Children in the school were exhibiting poor social skills, as evidenced by lapses in self-discipline and by incidences of inappropriate behavior as noted by teacher observation and anecdotal records. After examining the…

  5. Filmmaking: A Video-Based Intervention for Developing Social Skills in Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    LePage, Pamela; Courey, Susan

    2011-01-01

    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…

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

    PubMed Central

    Hartzler, Bryan

    2015-01-01

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

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

    PubMed Central

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

    1984-01-01

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

  8. Changing Rural Social Systems: Adaptation and Survival.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Uysal, Ayten; Ergenekon, Yasemin

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Wilson, Catherine Walker

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

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

    PubMed

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  13. Social and behavioral skills and the gender gap in early educational achievement.

    PubMed

    Diprete, Thomas A; Jennings, Jennifer L

    2012-01-01

    Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. PMID:23017693

  14. Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence.

    PubMed

    Beelmann, Andreas; Lösel, Friedrich

    2006-08-01

    Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d = .39 at post-intervention and d = .28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States. PMID:17296094

  15. Confronting socially generated uncertainty in adaptive management.

    PubMed

    Tyre, Andrew J; Michaels, Sarah

    2011-05-01

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

  16. Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System--Rating Scales

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  17. Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents

    ERIC Educational Resources Information Center

    Fisher, Paige H.; Masia-Warner, Carrie; Klein, Rachel G.

    2004-01-01

    This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…

  18. The Use of Symbolic Modeling to Promote Social Skills in Preschool Children with Low Levels of Social Responsiveness

    ERIC Educational Resources Information Center

    Keller, Martha Freese; Carlson, Peter M.

    1974-01-01

    Nineteen socially isolated preschool children were exposed either to four videotapes in which social skills were modeled (treatment) or to four sequences of a nature film (control). Observations indicated that treatment produced increases in the frequency with which subjects dispensed and received social reinforcement and the frequency of social…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    PubMed

    Olsson, Per; Folke, Carl; Berkes, Fikret

    2004-07-01

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

  1. Integration of Basic Skills into Social Studies Content.

    ERIC Educational Resources Information Center

    Lunstrum, John P.; Irvin, Judith L.

    1981-01-01

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

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

    PubMed

    Grotevant, Harold D; McDermott, Jennifer M

    2014-01-01

    Children join adoptive families through domestic adoption from the public child welfare system, infant adoption through private agencies, and international adoption. Each pathway presents distinctive developmental opportunities and challenges. Adopted children are at higher risk than the general population for problems with adaptation, especially externalizing, internalizing, and attention problems. This review moves beyond the field's emphasis on adoptee-nonadoptee differences to highlight biological and social processes that affect adaptation of adoptees across time. The experience of stress, whether prenatal, postnatal/preadoption, or during the adoption transition, can have significant impacts on the developing neuroendocrine system. These effects can contribute to problems with physical growth, brain development, and sleep, activating cascading effects on social, emotional, and cognitive development. Family processes involving contact between adoptive and birth family members, co-parenting in gay and lesbian adoptive families, and racial socialization in transracially adoptive families affect social development of adopted children into adulthood. PMID:24016275

  3. Social Networking Adapted for Distributed Scientific Collaboration

    NASA Technical Reports Server (NTRS)

    Karimabadi, Homa

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  5. Health as situational adaption: a social psychological perspective.

    PubMed

    Alonzo, A A

    1985-01-01

    A model to encompass the complex relationship between the individual and his social, physical and cultural environments and to provide strategies for intervention has not yet been developed. While professionals acknowledge the importance of an ecological and holistic conception of man-environment interaction, various biases and ideologies prevent them from adequately taking this interaction into account. To overcome this inadequacy this paper explores a relational conception of health, the central importance of the socially defined situation for health and adaption, the limits of medicine and holism in intervening in problems of adaption and suggests a situational approach to the study of health and adaption. By stressing the socially defined situation and the social psychological actor it may be possible to sensitize the actor to socially situated man-environment transactions, to preserve the actor's confidence in his own health, to encourage individual responsibility for maintaining health and to promote an awareness of signs and symptoms that require medical attention. Within a larger framework, however, it is not effective to intervene in the individual's social situations if we do not also attempt to alter the macro economic, political, cultural and structural elements in society which encourage, produce and support unhealthy environmental conditions. PMID:4095588

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

    SciTech Connect

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

    2008-01-01

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

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

    PubMed

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

    2000-09-29

    This study investigated the interpersonal factors (i.e., social skills, symptoms, perceived physical attractiveness) which are related to the stigma of schizophrenia. Social skills performance was assessed for 39 individuals with schizophrenia who participated in two role-plays with a confederate. Social skills ratings comprised 'overall social skill', 'meshing', 'clarity', and 'fluency' of speech, 'gaze', 'pleasantness' of conversation, 'involvement' in conversation, 'number of questions asked' during conversation, and 'perceived strangeness'. Symptomatology was assessed with the Brief Psychiatric Rating Scale. Ratings of perceived physical attractiveness were obtained by pausing the videotaped role-plays after the first 2s of the interaction. Ratings of 'social distance', based on an independent sample who observed the role-plays, were used as a proxy measure of stigma. The results showed that social distance was best statistically predicted by perceived strangeness, which in turn, was best statistically predicted by ratings of overall social skill. Negative symptoms appeared to have a more robust association with desired social distance than positive symptoms. Interpersonal factors, such as overall social skill, negative symptoms, and perceived strangeness, may contribute to stigma. PMID:10978871

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Crosby, James W.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Walton, Katherine M.; Ingersoll, Brooke R.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. Improving Social Skills in Second Graders through the Implementation of a Peace Education/Conflict Resolution Skills Curriculum.

    ERIC Educational Resources Information Center

    Tillman, Yvonne R.

    To increase the social skills of second graders, a 32-week peace education curriculum was taught. All 135 students were from the same ethnically diverse suburban school located in a mostly upper-middle class neighborhood. Pre-curriculum observations, interviews, and teacher questionnaires demonstrated that students did not show proper respect for…

  15. Linking Individual and Collective Behavior in Adaptive Social Networks

    NASA Astrophysics Data System (ADS)

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

    2016-03-01

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

  16. An Evolutionarily Adaptive Neural Architecture for Social Reasoning

    PubMed Central

    Barbey, Aron K.; Krueger, Frank; Grafman, Jordan

    2009-01-01

    Recent progress in cognitive neuroscience highlights the involvement of the prefrontal cortex (PFC) in social cognition. Accumulating evidence demonstrates that representations within the lateral PFC enable people to coordinate their thoughts and actions with their intentions to support goal-directed social behavior. Despite the importance of this region in guiding social interactions, remarkably little is known about the functional organization and forms of social inference processed by the lateral PFC. Here we introduce a cognitive neuroscience framework for understanding the inferential architecture of the lateral PFC, drawing upon recent theoretical developments in evolutionary psychology and emerging neuroscience evidence about how this region may orchestrate behavior on the basis of evolutionarily adaptive social norms for obligatory, prohibited, and permissible courses of action. PMID:19782410

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

    ERIC Educational Resources Information Center

    More, Cori

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Le Messurier, Mark; Parker, Madhavi Nawana

    2011-01-01

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

  19. Social Skills Intervention for Children with Autism during Interactive Play at a Public Elementary School

    ERIC Educational Resources Information Center

    Licciardello, Cristina C.; Harchik, Alan E.; Luiselli, James K.

    2008-01-01

    We evaluated a social skills intervention with four children who had autism during interactive play with typical peers at a public elementary school. Paraprofessional staff (classroom assistants) used preteaching, rewards, and prompting to increase social initiations by the children toward peers. The children's social responses to peer initiations…

  20. Improving the Social Skills of Fourth- and Fifth-Grade Cognitively Gifted Students.

    ERIC Educational Resources Information Center

    Kimmel, Sharry

    This applied dissertation reports on an intervention to develop the social skills of six cognitively gifted fourth and fifth grade students. The twice-weekly, after-school intervention was intended to address the asynchronous development of these children who experienced functional disability in social settings due to social dissonance, a…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. Integration of Basic Skills: The Great Deception in Elementary Social Studies.

    ERIC Educational Resources Information Center

    Lemlech, Johanna K.

    1982-01-01

    Teaching basic skills in elementary social studies courses does not promote more teaching of social studies; it decreases social studies teaching time. The adverse impact of overemphasizing the 3-Rs and auditory and abstract learning over visual and tactile-kinesthetic experiences is discussed. (AM)

  3. Guidelines for Assessing Job-Related Social Skills of Mildly Handicapped Students.

    ERIC Educational Resources Information Center

    Bullis, Michael; Foss, Gilbert

    1986-01-01

    Effective assessment of job-related social skills of mildly handicapped workers should consider three components of social competence: context, cognition, and performance. A comprehensive profile of social competence is best obtained through use of several assessment tools, such as: rating scales; role play; problem-solving tests; applied…

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

    ERIC Educational Resources Information Center

    Kascsak, Theresa Marie

    2012-01-01

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

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

    PubMed Central

    Raynor, Peter; Vanstone, Maurice

    2016-01-01

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

  6. Validation of social skills of adolescent males in an interview conversation with a previously unknown adult.

    PubMed

    Spence, S H

    1981-01-01

    Seventy convicted young male offenders were videotaped during a 5-min standardized interview with a previously unknown adult. In order to determine the social validity of the behavioral components of social interaction for this population, measures of 13 behaviors were obtained from the tapes. These measures were then correlated with ratings of friendliness, social anxiety, social skills performance, and employability made by four independent adult judges from the same tapes. It was found that measures of eye contact and verbal initiations were correlated significantly with all four criterion rating scales. The frequencies of smiling and speech dysfluencies were both significantly correlated with ratings of friendliness and employability. The amount spoken was found to be a significant predictor of social skills performance whereas the frequency of head movements influenced judgments of social anxiety. The latency of response was negatively correlated with social skills and employability ratings and the frequency of question-asking and interruptions correlated significantly with friendliness, social skills, and employability ratings. Finally, the levels of gestures, gross body movements, and attention feedback responses were not found to influence judgments on any of the criterion scales. The implications of the study for selection of targets for social skills training for adolescent male offenders are discussed. PMID:7287599

  7. What Every Girl Needs To Know about the Real World. Breakthrough Strategies To Teach and Counsel Troubled Youth. Social Skills, School Skills, Coping Skills Lesson Series.

    ERIC Educational Resources Information Center

    Wells, Ruth Herman

    This booklet, containing 20 lessons that address social skills, is designed for use by teachers and counselors working with female troubled youth. Each lesson plan provides a goal, a list of materials and detailed directions on how to implement the lesson. Several handouts that accompany the lessons are included. Lesson goals include: introducing…

  8. Ready, Set, Go! for Independent Living. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.

    ERIC Educational Resources Information Center

    Wells, Ruth Herman

    This document is one of eight in a series of guides designed to help teach and counsel troubled youth. This document presents 20 lessons on the social skills necessary to live independently. It includes four lessons designed to help students accurately evaluate their readiness for independent living. Other lessons teach the basic steps for…

  9. Developing Argument Skills across Scientific and Social Domains

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2010-01-01

    Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic--for half a science topic (dinosaur extinction) and for half a…

  10. Functioning, Disability, and Social Adaptation Six Months After Burn Injury.

    PubMed

    Palmu, Raimo; Partonen, Timo; Suominen, Kirsi; Vuola, Jyrki; Isometsä, Erkki

    2016-01-01

    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). PMID:26056759

  11. Effects of Social Skill Instruction for High-Functioning Adolescents with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Webb, B. J.; Miller, S. P.; Pierce, T. B.; Strawser, S.; Jones, W. P.

    2004-01-01

    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…

  12. Social Skills Development in the Early Childhood Education Project. Technical Report No. 7.

    ERIC Educational Resources Information Center

    Pena, Deagelia; Miller, George

    A total of 105 children (3, 4, and 5 years old) participated in a study to determine the extent to which the experience of attending a mobile classroom for an hour and a half, once a week (32 weeks) contributed to the development of social skills. Since this was one of the first attempts to measure these skills in young children, another objective…

  13. The Literacy and Social Inclusion Project: A New Model for Building Parental Skills

    ERIC Educational Resources Information Center

    Bird, Viv

    2005-01-01

    This article describes the Literacy and Social Inclusion Project, a partnership between the National Literacy Trust and the Basic Skills Agency, which looked specifically at home and community approaches to literacy teaching. It presents a model for building parental skills and considers the policy implications of this initiative.

  14. Women, Social Skill and Interactive Service Work in Telephone Call Centres.

    ERIC Educational Resources Information Center

    Belt, Vicki; Richardson, Ranald; Webster, Juliet

    2002-01-01

    A study of women's employment in European call centers showed that "feminine" social skills (communication, interpersonal) are considered central to the work; women are concentrated in the lowest paying jobs; and the highly regimented work organization limits further skill development. On the other hand, women's competencies are valued within call…

  15. Improving the Social Skills of Children with HFASD: An Intervention Study

    ERIC Educational Resources Information Center

    Waugh, Cynthia; Peskin, Joan

    2015-01-01

    The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies,…

  16. Group Training for Social Skills: A Program for Court-Adjudicated, Probationary Youths.

    ERIC Educational Resources Information Center

    Hazel, J. Stephen; And Others

    1982-01-01

    Describes a group training program for teaching social skills to juveniles on probation. The program teaches eight skills: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, problem-solving, negotiation, following instructions, and conversation. An eight-month follow-up showed good retention…

  17. A Meta-Analysis of Controlled Research on Social Skills Training for Schizophrenia

    ERIC Educational Resources Information Center

    Kurtz, Matthew M.; Mueser, Kim T.

    2008-01-01

    A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based…

  18. Sex Differential Item Functioning in the Inventory of Early Development III Social-Emotional Skills

    ERIC Educational Resources Information Center

    Beaver, Jessica L.; French, Brian F.; Finch, W. Holmes; Ullrich-French, Sarah C.

    2014-01-01

    Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that…

  19. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  20. An Evaluation of Progressively Increasing Intertrial Intervals on the Acquisition and Generalization of Three Social Skills

    ERIC Educational Resources Information Center

    Francisco, Monica T.; Hanley, Gregory P.

    2012-01-01

    We evaluated the effects of different intertrial intervals (ITIs; time between programmed learning opportunities) on the acquisition and generalization of 2 preschoolers' social skills. Independent and generalized skills were observed only when the daily ITI was gradually increased from short to progressively longer intervals. (Contains 1 figure…

  1. Social Skills Groups for Asperger’s Disorder and Pervasive Developmental Disorder Not Otherwise Specified

    PubMed Central

    2008-01-01

    Pervasive developmental disorders (PDD) including Asperger’s disorder are relatively rare conditions that can be very disabling for individuals affected. This article focuses on social skills therapy, looking at research that has been completed in a group therapy format and then using composite case examples to review basic techniques that have been used to teach social skills to children with a diagnosis of PDD. PMID:19727303

  2. Group social skills interventions for adults with high-functioning autism spectrum disorders: A systematic review.

    PubMed

    Spain, Debbie; Blainey, Sarah H

    2015-10-01

    Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with 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. PMID:26045543

  3. Enhancing topology adaptation in information-sharing social networks

    NASA Astrophysics Data System (ADS)

    Cimini, Giulio; Chen, Duanbing; Medo, Matúš; Lü, Linyuan; Zhang, Yi-Cheng; Zhou, Tao

    2012-04-01

    The advent of the Internet and World Wide Web has led to unprecedent growth of the information available. People usually face the information overload by following a limited number of sources which best fit their interests. It has thus become important to address issues like who gets followed and how to allow people to discover new and better information sources. In this paper we conduct an empirical analysis of different online social networking sites and draw inspiration from its results to present different source selection strategies in an adaptive model for social recommendation. We show that local search rules which enhance the typical topological features of real social communities give rise to network configurations that are globally optimal. These rules create networks which are effective in information diffusion and resemble structures resulting from real social systems.

  4. Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays

    PubMed Central

    Green, S.; Caplan, B.; Baker, B.

    2016-01-01

    Background Parents of children with developmental delays (DD) have been found to use more controlling behaviour with their children than parents of children with typical development (TD). While controlling behaviour is related to poorer developmental outcomes in TD children, there is little research on how it predicts outcomes in DD children. Furthermore, existing research tends to use inconsistent or non-specific definitions of controlling behaviour, often combining parent control which follows the child’s goal (e.g. supportive direction) and that which interferes with the child’s goal (e.g. interference). Methods Participants were 200 mother–child dyads observed at child age 3, with follow-up assessments of adaptive behaviour and social skills administered at child ages 5 and 6, respectively. We coded the frequency of both types of controlling behaviour based on mothers’ interactions with their children with TD (n = 113) or DD (n = 87) at age 3. Results Mothers in the DD group used more interfering but not more supportive directive acts compared to mothers in the TD group. Adaptive behaviour was assessed at child age 5 and social skills were assessed at age 6. Higher frequency of supportive directive acts predicted better adaptive functioning for the TD group and better social skills for the DD group. Higher frequency of interfering acts predicted lower adaptive and social skills for children with DD but not with TD. Conclusions Results are discussed in terms of the differential developmental needs of children with and without DD as well as implications for early intervention. PMID:23865770

  5. The Impact of Social-Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students with Asperger Syndrome

    ERIC Educational Resources Information Center

    Bock, Marjorie A.

    2007-01-01

    This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities,…

  6. Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades

    ERIC Educational Resources Information Center

    Fraser, Mark W.; Galinsky, Maeda J.; Smokowski, Paul R.; Day, Steven H.; Terzian, Mary A.; Rose, Roderick A.; Guo, Shenyang

    2005-01-01

    This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in…

  7. The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Swick, Danielle C.; Davis, Naomi Ornstein; McMillen, Janey Sturtz; Matthews, Rebecca

    2011-01-01

    This study tested the efficacy of a new social skills intervention, "S ocial S kills GR oup IN tervention-High Functioning Autism" ("S.S.GRIN-HFA"), designed to improve social behaviors in children with high functioning autism spectrum disorders. Fifty-five children were randomly assigned to "S.S.GRIN-HFA" treatment (n = 27) or control (i.e.,…

  8. Improving the Social Proficiency of Art and Music Students through the Use of Specifically Taught Positive Social Skills.

    ERIC Educational Resources Information Center

    Ciaburri, Chris; White, Jeannette T.

    This action research project developed a program for improving the social proficiency of art and music students through the use of specifically taught positive social skills. The targeted population consisted of fifth-grade students from two different elementary school districts. Both schools were located in middle class suburban communities near…

  9. Factors Influencing the Link between Social Anxiety and Peer Acceptance: Contributions of Social Skills and Close Friendships during Middle Childhood

    ERIC Educational Resources Information Center

    Greco, Laurie A.; Morris, Tracy L.

    2005-01-01

    Childhood social anxiety consistently has been linked with low levels of peer acceptance, yet little is known about the factors contributing to this association. We therefore examined the mediating and moderating role of social skills and close friendships, two conceptually and empirically relevant variables which were hypothesized to contribute…

  10. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    PubMed

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues. PMID:26380926

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

    PubMed

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

    2015-09-01

    Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID. PMID:25820638

  12. Social Skills and Associated Psychopathology in Children with Chromosome 22q11.2 Deletion Syndrome: Implications for Interventions

    ERIC Educational Resources Information Center

    Shashi, V.; Veerapandiyan, A.; Schoch, K.; Kwapil, T.; Keshavan, M.; Ip, E.; Hooper, S.

    2012-01-01

    Background: Although distinctive neuropsychological impairments have been delineated in children with chromosome 22q11 deletion syndrome (22q11DS), social skills and social cognition remain less well-characterised. Objective: To examine social skills and social cognition and their relationship with neuropsychological function/behaviour and…

  13. Special Teachers' Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

    ERIC Educational Resources Information Center

    Vlachou, Anastasia; Stavroussi, Panayiota; Didaskalou, Eleni

    2016-01-01

    The acquisition of appropriate social skills is considered critical for a person's social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition…

  14. Social Interaction and Acceptance of Deaf or Hard-of-Hearing Children and Their Peers: A Comparison of Social-Skills and Familiarity-Based Interventions.

    ERIC Educational Resources Information Center

    Antia, Shirin D.; Kreimeyer, Kathryn H.

    1996-01-01

    This study compared effects of either a teacher-mediated social skills intervention or an integrated activities intervention on social interaction among young (ages four to six) children with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but…

  15. [Interpersonal relationships experienced in college life and development of social skills].

    PubMed

    Fujino, Yuriko; Muroya, Kazuko; Sato, Hitomi

    2005-09-01

    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. PMID:16180513

  16. The Effects of Peer-Mediated Check-In/Check-Out on the Social Skills of Socially Neglected Students.

    PubMed

    Collins, Tai A; Gresham, Frank M; Dart, Evan H

    2016-07-01

    Check-In/Check-Out (CICO) is a moderately effective Tier 2 intervention often used to address attention-maintained problem behaviors in schools. Recent studies on CICO have demonstrated the effectiveness of the intervention when combined with social skills training and when utilizing students' peers as interventionists. Using a concurrent multiple baseline across participants design, the present study evaluated the effectiveness of peer-mediated CICO to target social skills in elementary school students identified as socially neglected using a sociometric classification system. Results, implications for practice, limitations, and future directions are discussed. PMID:27056878

  17. Depressive symptoms from kindergarten to early school age: longitudinal associations with social skills deficits and peer victimization

    PubMed Central

    Perren, Sonja; Alsaker, Françoise D

    2009-01-01

    Background Depressive symptoms in children are associated with social skills deficits and problems with peers. We propose a model which suggests different mechanisms for the impact of deficits in self-oriented social skills (assertiveness and social participation) and other-oriented social skills (pro-social, cooperative and non-aggressive behaviors) on children's depressive symptoms. We hypothesized that deficits in self-oriented social skills have a direct impact on children's depressive symptoms because these children have non-rewarding interactions with peers, whereas the impact of deficits in other-oriented social skills on depressive symptoms is mediated through negative reactions from peers such as peer victimization. Method 378 kindergarten children (163 girls) participated at two assessments (Age at T1: M = 5.8, T2: M = 7.4). Teachers completed questionnaires on children's social skills at T1. Teacher reports on peer victimization and depressive symptoms were assessed at both assessment points. Results Our study partially confirmed the suggested conceptual model. Deficits in self-oriented social skills significantly predicted depressive symptoms, whereas deficits in other-oriented social skills were more strongly associated with peer victimization. Longitudinal associations between other-oriented social skills and depressive symptoms were mediated through peer victimization. Conclusion The study emphasizes the role of deficits in self-oriented social skills and peer victimization for the development of internalizing disorders. PMID:19772574

  18. Adaptive Policies for Reducing Inequalities in the Social Determinants of Health

    PubMed Central

    Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic

    2015-01-01

    Inequalities in the social determinants of health (SDH), which drive avoidable health disparities between different individuals or groups, is a major concern for a number of international organisations, including the World Health Organization (WHO). Despite this, the pathways to changing inequalities in the SDH remain elusive. The methodologies and concepts within system science are now viewed as important domains of knowledge, ideas and skills for tackling issues of inequality, which are increasingly understood as emergent properties of complex systems. In this paper, we introduce and expand the concept of adaptive policies to reduce inequalities in the distribution of the SDH. The concept of adaptive policy for health equity was developed through reviewing the literature on learning and adaptive policies. Using a series of illustrative examples from education and poverty alleviation, which have their basis in real world policies, we demonstrate how an adaptive policy approach is more suited to the management of the emergent properties of inequalities in the SDH than traditional policy approaches. This is because they are better placed to handle future uncertainties. Our intention is that these examples are illustrative, rather than prescriptive, and serve to create a conversation regarding appropriate adaptive policies for progressing policy action on the SDH. PMID:26673337

  19. Adaptive Policies for Reducing Inequalities in the Social Determinants of Health.

    PubMed

    Carey, Gemma; Crammond, Brad; Malbon, Eleanor; Carey, Nic

    2015-01-01

    Inequalities in the social determinants of health (SDH), which drive avoidable health disparities between different individuals or groups, is a major concern for a number of international organisations, including the World Health Organization (WHO). Despite this, the pathways to changing inequalities in the SDH remain elusive. The methodologies and concepts within system science are now viewed as important domains of knowledge, ideas and skills for tackling issues of inequality, which are increasingly understood as emergent properties of complex systems. In this paper, we introduce and expand the concept of adaptive policies to reduce inequalities in the distribution of the SDH. The concept of adaptive policy for health equity was developed through reviewing the literature on learning and adaptive policies. Using a series of illustrative examples from education and poverty alleviation, which have their basis in real world policies, we demonstrate how an adaptive policy approach is more suited to the management of the emergent properties of inequalities in the SDH than traditional policy approaches. This is because they are better placed to handle future uncertainties. Our intention is that these examples are illustrative, rather than prescriptive, and serve to create a conversation regarding appropriate adaptive policies for progressing policy action on the SDH. PMID:26673337

  20. A Comparison of Adaptive and Nonadaptive Training Strategies in the Acquisition of a Physically Complex Psychomotor Skill.

    ERIC Educational Resources Information Center

    Riedel, James A.; And Others

    Results of research to determine if an adaptive technique could be used to teach a physically complex psychomotor skill (specifically, performing on an arc welding simulator) more efficiently than the skill could be taught with a nonadaptive technique are presented. Sixty hull maintenance technician firemen and fireman apprentice trainees were…

  1. Brief Report: The Relationship between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-Schoolers with Autism

    ERIC Educational Resources Information Center

    Park, Carlie J.; Yelland, Gregory W.; Taffe, John R.; Gray, Kylie M.

    2012-01-01

    This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3-5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically…

  2. Check-In Check-Out + Social Skills: Enhancing the Effects of Check-In Check-Out for Students With Social Skill Deficits

    ERIC Educational Resources Information Center

    Ross, Scott W.; Sabey, Christian V.

    2015-01-01

    Check-In Check-Out is a Tier 2 intervention designed to reduce problem behavior and increase prosocial behavior. Although the intervention has demonstrated effects in several studies, few research efforts have considered how the intervention can be modified to support students with social skill deficits. Through a multiple baseline design across…

  3. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    PubMed Central

    Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

    2016-01-01

    Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

  4. Refining process of nursing skill movie manual by peer comments of social network system.

    PubMed

    Majima, Yukie; Maekawa, Yasuko; Shimada, Satoshi; Izumi, Takako

    2014-01-01

    The nursing practical knowledge represented by nursing skill is highly tacit and is therefore difficult to verbalize. The purpose of this study is to build a new learning community for nursing education (nursing social e-learning model) that is refined and developed autonomously and continuously. We used the social network system (SNS) that can be participated in a variety of stakeholder of medical personnel in order to hear comments for the content of learning to practice nursing skill. We had the nurses make the nursing skill movie manual. Through this process to get the opinions about the movie contents from others, we inspected what kind of opinions and feelings occurred to the nurses. As a result, the nurses were able to see objectively the own nursing skills, to do self-reflection. They had the awareness to improve the nursing skills. PMID:24943555

  5. Examining the Effectiveness of a Program Developed for Teaching Social Skills to Hearing Impaired Students Based on Cooperative Learning

    ERIC Educational Resources Information Center

    Avcioglu, Hasan

    2007-01-01

    The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…

  6. An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    MacCormack, Jeffrey W. H.; Matheson, Ian A.; Hutchinson, Nancy L.

    2015-01-01

    Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This…

  7. The Effectiveness of a Group Teaching Interaction Procedure for Teaching Social Skills to Young Children with a Pervasive Developmental Disorder

    ERIC Educational Resources Information Center

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

    2010-01-01

    Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use…

  8. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  9. Relations Between Nonverbal and Verbal Social Cognitive Skills and Complex Social Behavior in Children and Adolescents with Autism.

    PubMed

    Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D

    2016-07-01

    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. PMID:26386582

  10. Adaptive specializations, social exchange, and the evolution of human intelligence

    PubMed Central

    Cosmides, Leda; Barrett, H. Clark; Tooby, John

    2010-01-01

    Blank-slate theories of human intelligence propose that reasoning is carried out by general-purpose operations applied uniformly across contents. An evolutionary approach implies a radically different model of human intelligence. The task demands of different adaptive problems select for functionally specialized problem-solving strategies, unleashing massive increases in problem-solving power for ancestrally recurrent adaptive problems. Because exchange can evolve only if cooperators can detect cheaters, we hypothesized that the human mind would be equipped with a neurocognitive system specialized for reasoning about social exchange. Whereas humans perform poorly when asked to detect violations of most conditional rules, we predicted and found a dramatic spike in performance when the rule specifies an exchange and violations correspond to cheating. According to critics, people's uncanny accuracy at detecting violations of social exchange rules does not reflect a cheater detection mechanism, but extends instead to all rules regulating when actions are permitted (deontic conditionals). Here we report experimental tests that falsify these theories by demonstrating that deontic rules as a class do not elicit the search for violations. We show that the cheater detection system functions with pinpoint accuracy, searching for violations of social exchange rules only when these are likely to reveal the presence of someone who intends to cheat. It does not search for violations of social exchange rules when these are accidental, when they do not benefit the violator, or when the situation would make cheating difficult. PMID:20445099

  11. Adaptive social recommendation in a multiple category landscape

    NASA Astrophysics Data System (ADS)

    Chen, Duanbing; Zeng, An; Cimini, Giulio; Zhang, Yi-Cheng

    2013-02-01

    People in the Internet era have to cope with the information overload, striving to find what they are interested in, and usually face this situation by following a limited number of sources or friends that best match their interests. A recent line of research, namely adaptive social recommendation, has therefore emerged to optimize the information propagation in social networks and provide users with personalized recommendations. Validation of these methods by agent-based simulations often assumes that the tastes of users can be represented by binary vectors, with entries denoting users' preferences. In this work we introduce a more realistic assumption that users' tastes are modeled by multiple vectors. We show that within this framework the social recommendation process has a poor outcome. Accordingly, we design novel measures of users' taste similarity that can substantially improve the precision of the recommender system. Finally, we discuss the issue of enhancing the recommendations' diversity while preserving their accuracy.

  12. Adaptations for social cognition in the primate brain.

    PubMed

    Platt, Michael L; Seyfarth, Robert M; Cheney, Dorothy L

    2016-02-01

    Studies of the factors affecting reproductive success in group-living monkeys have traditionally focused on competitive traits, like the acquisition of high dominance rank. Recent research, however, indicates that the ability to form cooperative social bonds has an equally strong effect on fitness. Two implications follow. First, strong social bonds make individuals' fitness interdependent and the 'free-rider' problem disappears. Second, individuals must make adaptive choices that balance competition and cooperation-often with the same partners. The proximate mechanisms underlying these behaviours are only just beginning to be understood. Recent results from cognitive and systems neuroscience provide us some evidence that many social and non-social decisions are mediated ultimately by abstract, domain-general neural mechanisms. However, other populations of neurons in the orbitofrontal cortex, striatum, amygdala and parietal cortex specifically encode the type, importance and value of social information. Whether these specialized populations of neurons arise by selection or through developmental plasticity in response to the challenges of social life remains unknown. Many brain areas are homologous and show similar patterns of activity in human and non-human primates. In both groups, cortical activity is modulated by hormones like oxytocin and by the action of certain genes that may affect individual differences in behaviour. Taken together, results suggest that differences in cooperation between the two groups are a matter of degree rather than constituting a fundamental, qualitative distinction. PMID:26729935

  13. Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

    ERIC Educational Resources Information Center

    Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

    2016-01-01

    Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

  14. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  15. The Impact of Video Modelling on Improving Social Skills in Children with Autism

    ERIC Educational Resources Information Center

    Alzyoudi, Mohammed; Sartawi, AbedAlziz; Almuhiri, Osha

    2015-01-01

    Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such…

  16. Skills Inequality, Adult Learning and Social Cohesion in the United Kingdom

    ERIC Educational Resources Information Center

    Janmaat, Jan Germen; Green, Andy

    2013-01-01

    In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities. We first contend that British society is characterised by a liberal regime of social cohesion. Crucial to such a regime is the belief in individual opportunity and rewards…

  17. Use of a Social Story Intervention To Improve Mealtime Skills of an Adolescent with Asperger Syndrome.

    ERIC Educational Resources Information Center

    Bledsoe, Rebecca; Myles, Brenda Smith; Simpson, Richard L.

    2003-01-01

    A study assessed the utility of a social story intervention to improve the lunchtime eating behaviors of an adolescent with Asperger syndrome. The social story program resulted in a decrease in the number of food and drink skills and an increase in the frequency of appropriate mouth-wiping during school lunch. (Contains references.) (Author/CR)

  18. Randomized Controlled Trial: Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    White, Susan W.; Ollendick, Thomas; Albano, Anne Marie; Oswald, Donald; Johnson, Cynthia; Southam-Gerow, Michael A.; Kim, Inyoung; Scahill, Lawrence

    2013-01-01

    Anxiety is common among adolescents with autism spectrum disorders (ASD) and may amplify the core social disability, thus necessitating combined treatment approaches. This pilot, randomized controlled trial evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30…

  19. Developing Social Work Professional Judgment Skills: Enhancing Learning in Practice by Researching Learning in Practice

    ERIC Educational Resources Information Center

    Rawles, Joanna

    2016-01-01

    The aims of this article are twofold: to discuss the value of practice-based research as a basis for enhancing learning and teaching in social work and, as an illustration of this, to present the findings of a preliminary qualitative research study into social work students' development of professional judgment skills. The research was conducted…

  20. The Relationship between Emotion Recognition Ability and Social Skills in Young Children with Autism

    ERIC Educational Resources Information Center

    Williams, Beth T.; Gray, Kylie M.

    2013-01-01

    This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the…

  1. Intrusive Fathering, Children's Self-Regulation and Social Skills: A Mediation Analysis

    ERIC Educational Resources Information Center

    Stevenson, M.; Crnic, K.

    2013-01-01

    Background: Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This…

  2. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students'…

  3. Developing Student Knowledge and Skills for Home-Based Social Work Practice

    ERIC Educational Resources Information Center

    Allen, Susan F.; Tracy, Elizabeth M.

    2008-01-01

    Providing social work services for clients in their homes is often a distinguishing feature of social work practice. The home environment affects the intervention process at each stage of contact with a family. Home-based practice requires specific skills to deal with clients' presenting concerns as well as safety, boundary, confidentiality, and…

  4. Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph John

    2012-01-01

    Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers…

  5. Secondary Social, Emotional and Behavioural Skills (SEBS) Pilot Evaluation. Research Report No. DCFS-RR003

    ERIC Educational Resources Information Center

    Smith, Paula; O'Donnell, Lisa; Easton, Claire; Rudd, Peter

    2007-01-01

    In 2005, the National Foundation for Educational Research (NFER) was commissioned by the Department for Children, Schools and Families (DCSF) to evaluate the secondary Social, Emotional and Behavioural Skills (SEBS) pilot. The aim of the pilot was to encourage secondary schools to take a whole-school approach to developing social, emotional and…

  6. Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills

    ERIC Educational Resources Information Center

    Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope

    2014-01-01

    This research investigates the influence of social media usage on research skills of undergraduates offering Educational Management at six different universities randomly selected from the six geo-political zones in Nigeria. Various studies on the effects of social media on students have concentrated mainly on academic performance (Kirschner &…

  7. Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism

    ERIC Educational Resources Information Center

    White, Susan Williams

    2011-01-01

    This practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with Asperger syndrome and high-functioning autism; the impact on peer relationships, school performance, and…

  8. Assessment of Social Skills for Students with Asperger Syndrome and High-Functioning Autism.

    ERIC Educational Resources Information Center

    Winner, Michelle Garcia

    2002-01-01

    This article introduces a framework to summarize areas of social cognition that affect the ability of students with Asperger syndrome to relate to others. A five-step approach to assessment is reviewed to provide information regarding the nature of students' social cognition and related skills. Informal assessment tools are then described.…

  9. ENGAGE: A Blueprint for Incorporating Social Skills Training into Daily Academic Instruction

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Rutherford, Robert B.; Gable, Robert A.; Rock, Marcia L.

    2008-01-01

    Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, school personnel are hard-pressed to find ways to address the social-interpersonal behavior needs of their students. In this article, the authors discuss practical ways for teachers…

  10. A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?

    ERIC Educational Resources Information Center

    January, Alicia M.; Casey, Rita J.; Paulson, Daniel

    2011-01-01

    Outcomes of 28 peer-reviewed journal articles published between 1981 and 2007 were evaluated quantitatively to assess the effectiveness of classroom-wide interventions for the improvement of social skills. All interventions included in the study were implemented with intact classrooms that included both socially competent children and those with…

  11. Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

    ERIC Educational Resources Information Center

    Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

    2014-01-01

    Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…

  12. Adapting and evaluating a social cognitive remediation program for schizophrenia in Arabic.

    PubMed

    Gohar, Sherif M; Hamdi, Emad; El Ray, Lamis A; Horan, William P; Green, Michael F

    2013-08-01

    Although growing evidence supports the efficacy of social cognitive training interventions for schizophrenia, nearly all studies to date have been conducted in Westernized countries. In the current study, we translated and adapted an existing social cognitive skills training (SCST) program into Arabic and conducted a preliminary efficacy evaluation in schizophrenia outpatients in Egypt. Twenty-two patients were randomized to 16 sessions of group-based SCST and 20 were randomized to a format- and time-matched illness management training control condition. Pre- and post-intervention assessments included a primary social cognition outcome measure that assessed four branches of emotional intelligence and a battery of neurocognitive tests. The SCST group demonstrated significant treatment effects on total emotional intelligence scores (F=24.31, p<.001), as well as the sub-areas of Identifying Emotions (F=11.77, p<.001) and Managing Emotions (F=23.27, p<.001), compared with those in the control condition. There were no treatment benefits for neurocognition for either condition, and both interventions were well-tolerated by patients. These initial results demonstrate the feasibility of implementing social cognitive interventions in different cultural settings with relatively minor modifications. The findings are encouraging regarding further efforts to maximize the benefits of social cognitive interventions internationally. PMID:23756297

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

    PubMed Central

    Lamb, Susan

    2015-01-01

    Adolf Meyer (1866–1950) exercised considerable influence over the development of Anglo-American psychiatry during the first half of the twentieth century. The concepts and techniques he implemented at his prominent Phipps Psychiatric Clinic at Johns Hopkins remain important to psychiatric practice and neuro-scientific research today. In the 1890s, Meyer revised scientific medicine’s traditional notion of clinical skill to serve what he called the ‘New Psychiatry’, a clinical discipline that embodied social and scientific ideals shared with other ‘new’ progressive reform movements in the United States. This revision conformed to his concept of psychobiology – his biological theory of mind and mental disorders – and accorded with his definition of scientific medicine as a unity of clinical–pathological methods and therapeutics. Combining insights from evolutionary biology, neuron theory and American pragmatist philosophy, Meyer concluded that subjective experience and social behaviour were functions of human biology. In addition to the time-honoured techniques devised to exploit the material data of the diseased body – observing and recording in the clinic, dissecting in the morgue and conducting histological experiments in the laboratory – he insisted that psychiatrists must also be skilled at wielding social interaction and interpersonal relationships as investigative and therapeutic tools in order to conceptualise, collect, analyse and apply the ephemeral data of ‘social adaptation’. An examination of his clinical practices and teaching at Johns Hopkins between 1913 and 1917 shows how particular historical and intellectual contexts shaped Meyer’s conceptualisation of social behaviour as a biological function and, subsequently, his new vision of clinical skill for twentieth-century psychiatry. PMID:26090738

  14. Social Cognitive Skills Training in Schizophrenia: An Initial Efficacy Study of Stabilized Outpatients

    PubMed Central

    Horan, William P.; Kern, Robert S.; Shokat-Fadai, Karina; Sergi, Mark J.; Wynn, Jonathan K.; Green, Michael F.

    2009-01-01

    Social cognitive deficits are promising treatment targets for new interventions to improve functional outcome in schizophrenia. A few preliminary studies of inpatients support the feasibility of improving social cognition through psychosocial interventions. This clinical trial evaluated a new 12-session social cognitive skills training program designed to address four aspects of social cognition (affect perception, social perception, attributional style, Theory of Mind) in outpatients with psychosis, a population for whom such interventions will likely be very useful. Thirty-one clinically stabilized outpatients were randomly assigned to a social cognition skills training intervention or a time-matched control condition (illness self-management and relapse prevention skills training), and completed pre- and post-treatment assessments of social cognition, neurocognition, and symptoms. The social cognition group demonstrated a large, significant improvement in facial affect perception, which was not present in the control group. This improvement was independent of changes in basic neurocognitive functioning or symptoms. Results support the efficacy of a social cognitive intervention for community-dwelling outpatients and encourage further development of this treatment approach to achieve broader improvements in social cognition and generalization of treatment gains. PMID:18930378

  15. Increasing Adaptive Behavior Skill Deficits from Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function

    ERIC Educational Resources Information Center

    Pugliese, Cara E.; Anthony, Laura; Strang, John F.; Dudley, Katerina; Wallace, Gregory L.; Kenworthy, Lauren

    2015-01-01

    Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive…

  16. [Clinical and social adaptation of patients with paroxysmal schizophrenia (clinico-epidemiologic study)].

    PubMed

    Krasik, E D; Logvinovich, G V

    1987-01-01

    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. PMID:3618043

  17. Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review

    PubMed Central

    Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony

    2015-01-01

    Introduction Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. Objective To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. Methods A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. Conclusions The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments. PMID:26151362

  18. The Social Construction of Skills: A Hospitality Sector Perspective

    ERIC Educational Resources Information Center

    Baum, Tom

    2008-01-01

    This paper addresses the nature of skills in service work with specific reference to international tourism and its hospitality subsector. It explores the role of experiential factors (cultural, emotional and aesthetic) in equipping those entering work in the sector. The specific context of work in less developed countries and within migrant labour…

  19. Coping with Authority: Social Skills Training for the Complex Offender.

    ERIC Educational Resources Information Center

    Golden, Kenneth; And Others

    1980-01-01

    Probationers' problems with probation officers and employers were used in a role-play test. Groups of probationers received behavior training in petitioning and justification skills and were able to learn the responses as assessed during role-played situations. (JAC)

  20. The Socially Skilled Teacher and the Development of Tacit Knowledge

    ERIC Educational Resources Information Center

    Elliott, Julian G.; Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Hoffman, Newman

    2011-01-01

    Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life.…

  1. Social affiliation and negative symptoms in schizophrenia: Examining the role of behavioral skills and subjective responding.

    PubMed

    Blanchard, Jack J; Park, Stephanie G; Catalano, Lauren T; Bennett, Melanie E

    2015-10-01

    Schizophrenia is characterized by profound impairment in the motivation for social affiliation. Negative symptoms are associated with such impairment but the contribution of behavioral skill deficits is unclear. In this study we utilized a novel video paradigm to assess performance-based affiliative behavioral skills in individuals with schizophrenia (N=48) and community controls (N=29). Individuals with schizophrenia displayed significant impairment in behavioral affiliative skills compared to controls; however, in response to the affiliative interaction the groups did not differ on self-reported affective responding, appraisal of the interaction partner, or desire to interact with the partner in the future. Importantly, within the patient group more severe negative symptoms (particularly those related to motivation and pleasure) were associated with poorer affiliative social skills and this relationship was independent of instrumental (non-social) skills, depression or positive symptoms. More severe negative symptoms were also associated with less positive affect in response to the interaction and less positive appraisals of the interaction partner. Self-reported social anhedonia was related to patients' diminished willingness to interact with the partner in the future. These results demonstrate that negative symptoms in schizophrenia are related to both affiliative skill deficits and less affiliative subjective responses to interaction partners. PMID:26235753

  2. Enhancing the Conversation Skills of a Boy with Asperger's Disorder through Social Stories[TM] and Video Modeling

    ERIC Educational Resources Information Center

    Scattone, Dorothy

    2008-01-01

    This study combined Social Stories with video modeling in an effort to enhance the conversation skills of a boy with Asperger's Disorder. Treatment consisted of two components: (a) observation of video taped Social Stories that included two adults modeling targeted conversational skills and (b) 5-min social interactions. A multiple baseline design…

  3. Social Skills in the Context of Learning Disability Definitions: A Reply to Gresham and Elliott and Directions for the Future.

    ERIC Educational Resources Information Center

    Conte, Richard; Andrews, Jac

    1993-01-01

    In response to Gresham and Elliott (1989), who concluded that a social skills deficit should not constitute a learning disability, this paper claims that current definitions allow for including social skills deficits. They propose limiting the definition of learning disabilities to intentional learning contexts, thus excluding social skills…

  4. Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom

    ERIC Educational Resources Information Center

    Mazurik-Charles, Rebecca; Stefanou, Candice

    2010-01-01

    This study is an investigation of whether social skills training provided by paraprofessionals to elementary grade children with Autism Spectrum Disorders (ASD) in both partially and fully included classrooms can result in perceived gains in social skills as measured by teacher ratings. Results showed that several areas of social responsiveness…

  5. Implementation of the Social Decision-Making Skills Curriculum on Primary Students (Grades 1-3) in Lebanon

    ERIC Educational Resources Information Center

    El Hassan, Karma; Mouganie, Zeina

    2014-01-01

    This study investigated the effect of the Social Decision-Making Skills Curriculum (SDSC) on the emotional intelligence and the prosocial behaviors of primary students in Grades 1-3, in a private school in Lebanon. Students were trained in social problem-solving and social decision-making skills through the implementation of the SDSC. Participants…

  6. Assessment of the Prosocial Behaviors of Young Children with Regard to Social Development, Social Skills, Parental Acceptance-Rejection and Peer Relationships

    ERIC Educational Resources Information Center

    Gulay, Hulya

    2011-01-01

    The aim of the study was prosocial behaviors of 5-6 years old children were investigated with regard to parental acceptance-rejection, peer relationships, general social development and social skills. The participants of the study included 277 5-6-year-old Turkish children and their parents. The Child Behavior Scale, Social Skills Form, Marmara…

  7. The Effects of a Social Skills Training Package on Social Engagement of Children with Autism Spectrum Disorders in a Generalized Recess Setting

    ERIC Educational Resources Information Center

    Radley, Keith C.; Ford, W. Blake; Battaglia, Allison A.; McHugh, Melissa B.

    2014-01-01

    The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public…

  8. Developing Skills for English Learners through Social Sciences

    ERIC Educational Resources Information Center

    Amaral, Olga Maia; Garrison, Leslie

    2007-01-01

    This study examined the effects of a professional development program for teachers of social sciences for English learners. Results from pre- and post-measures of social sciences content indicated greater improvement in student achievement in these areas when scores from students from teachers who had gone through the training were compared with…

  9. Improving Social Skills in Schools: The Role of Parents.

    ERIC Educational Resources Information Center

    Siperstein, Gary N.; Bak, John J.

    1988-01-01

    Parents must work actively with teachers to encourage the social integration of disabled children in mainstream classrooms. The ability to initiate and maintain positive peer relationships is necessary for healthy cognitive and social growth in all children, and it helps the disabled helps to overcome destructive cycles of rejection and isolation.…

  10. Social Skills and Their Correlates: Preschoolers with Developmental Delays.

    ERIC Educational Resources Information Center

    Kopp, Claire B.; And Others

    1992-01-01

    Fifteen preschool children with mild mental retardation (developmental delays) were observed during play with nondisabled peers. Children with delays showed less social play, more disruptive entry, more regressive behaviors, and less positive affect; their level of social play related to developmental age and communication ability but not to…

  11. Social skills deficits and vocal characteristics of children with social phobia or Asperger's disorder: a comparative study.

    PubMed

    Scharfstein, Lindsay A; Beidel, Deborah C; Sims, Valerie K; Rendon Finnell, Laura

    2011-08-01

    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 children with SP (n=30) or AD (n=30) were compared to a typically developing (TD) peer group (n=30) during structured role play interactions. Data were analyzed using blinded observers' ratings of overt behaviors and digital vocal analysis of verbal communication. Compared to children with AD and TD children, children with SP exhibited less overall social skill, an ineffective ability to manage the conversational topic (pragmatic social behavior), and deficient speech production (speech and prosodic social behavior). There were no differences in observer ratings between children with AD and TD children. However, using digital analysis of vocal characteristics (i.e., intensity, pitch), distinct vocal patterns emerged. Specifically, children with AD spoke more softly than TD children, and had lower vocal pitch and less vocal pitch variability than children with SP. This pattern may be subjectively heard as monotonic speech. Consistent with a vocal pattern associated with heightened anxiety, children with SP spoke more softly and had less voice volume variation than TD children, and had higher vocal pitch and more vocal pitch variability (jitteriness) than children with AD. Clinical implications of these findings are discussed. PMID:21399935

  12. The effect of acquiring life skills through humor on social adjustment rate of the female students

    PubMed Central

    Maghsoudi, Jahangir; sabour, Nazanin Hashemi; Yazdani, Mohsen; Mehrabi, Tayebeh

    2010-01-01

    BACKGROUND: Life skills have different effects on various aspects of the mental health. Social adjustment prepares adolescents for entering to the adulthood. On the other hand, humor and joking in the education is considered as a stress reducer and learning increaser. Therefore, the present study conducted aimed to determine the effect of acquiring life skills through humor on the social adjustment rate of the high school girls. METHODS: This was a two-group semi-experimental study including three phases. The study population included 69 first year high school female students of Isfahan Department of Education district 3 who were selected in simple random sampling. First of all, the social adjustment rate was measured using California Personality Inventory. Thereafter, life skills education was conducted using humor during five sessions. Finally, a test was taken in order to assess the acquisition of the life skills in which passing score was required for re-completing the questionnaire. The data were analyzed using software SPSS10 and independent and paired t-tests. RESULTS: The findings of the study indicated that the mean score of the social adjustment statistically had a significant difference in the intervention group before and after the intervention. Furthermore, statistically, there was a significant difference between mean score of the social adjustment in the control group and test group after conducting the intervention. CONCLUSIONS: The findings of the study indicated that life skills education has been increased through humor on the social adjustment rate of the high school girl students. Considering the efficacy of learning life skills on the social adjustment and results of the other studies which were in accordance with the present study, implementing such trainings with a new method comprehensively is recommended in the schools. PMID:22049280

  13. Social skills training with institutionalized severely and profoundly mentally retarded persons.

    PubMed

    Singh, N N; Winton, A S

    1983-01-01

    This paper examines the literature on training severely and profoundly retarded individuals in social skills. Experimental studies have focused mainly on three areas: (1) cooperative responding during play, (2) non-verbal physical or close-proximity interactions, and (3) conversational skills. Training procedures varied but usually involved combinations of physical and verbal prompting, modeling, shaping, and social and edible reinforcement. These studies provide strong evidence that severely and profoundly retarded individuals can be taught useful interpersonal skills and can sometimes even assist the development of these skills in their peers. In general, the studies were methodologically sound in terms of basic design and interobserver reliabilities but weak with respect to maintenance and follow-up procedures. Only some studies tested for generalization of treatment effects and only a few specifically trained for such generalization. PMID:6670874

  14. Social problem-solving skills training for incarcerated offenders. A treatment manual.

    PubMed

    Bourke, M L; Van Hasselt, V B

    2001-04-01

    This article describes a social problem-solving skills intervention for incarcerated adult offenders. The program includes pragmatic, progressive skill building through the use of direct instructions, role-plays with performance feedback, modeling, behavior rehearsal, and positive reinforcement. In addition to these treatment components, the empirically derived approach employs standardized assessment measures to identify deficits and to evaluate treatment outcome. Assessment data are directly used to determine behavior change in such areas as conversational skills, positive and negative assertion, anger management, problem solving, empathy, and stress inoculation. Social skills training is included to modify verbal, nonverbal, and paralinguistic behavioral components. In addition, training elements related to anger reduction and stress management are utilized. PMID:11317633

  15. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    PubMed

    Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

    2008-01-01

    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. PMID:18489424

  16. Humans have evolved specialized skills of social cognition: the cultural intelligence hypothesis.

    PubMed

    Herrmann, Esther; Call, Josep; Hernàndez-Lloreda, Maráa Victoria; Hare, Brian; Tomasello, Michael

    2007-09-01

    Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of social-cognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans' closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more "general intelligence," we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world. PMID:17823346

  17. Oxytocin and Social Adaptation: Insights from Neuroimaging Studies of Healthy and Clinical Populations.

    PubMed

    Ma, Yina; Shamay-Tsoory, Simone; Han, Shihui; Zink, Caroline F

    2016-02-01

    Adaptation to the social environment is critical for human survival. The neuropeptide oxytocin (OT), implicated in social cognition and emotions pivotal to sociality and well-being, is a promising pharmacological target for social and emotional dysfunction. We suggest here that the multifaceted role of OT in socio-affective processes improves the capability for social adaptation. We review OT effects on socio-affective processes, with a focus on OT-neuroimaging studies, to elucidate neuropsychological mechanisms through which OT promotes social adaptation. We also review OT-neuroimaging studies of individuals with social deficits and suggest that OT ameliorates impaired social adaptation by normalizing hyper- or hypo-brain activity. The social adaption model (SAM) provides an integrative understanding of discrepant OT effects and the modulations of OT action by personal milieu and context. PMID:26616296

  18. Social Skills in Adults with AD/HD

    MedlinePlus

    ... often struggle in social situations. Interacting successfully with peers and significant adults is one of the most ... percent of children with ADHD have difficulty with peer relationships. Over 25 percent of Americans experience chronic ...

  19. Improving the Social Skills of Children with HFASD: An Intervention Study.

    PubMed

    Waugh, Cynthia; Peskin, Joan

    2015-09-01

    The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings. PMID:25956127

  20. [Spanish adaptation of a perceived Social Support Scale in sportspeople].

    PubMed

    Pedrosa, Ignacio; García-Cueto, Eduardo; Suárez-Álvarez, Javier; Pérez Sánchez, Blanca

    2012-01-01

    Social support is a variable that has a great influence in the sport context. In fact, this variable not only affects the athlete's performance but it has also shown to be related to psychological disorders such as Burnout Syndrome. The aim of this paper was to illustrate the Spanish adaptation of a social support scale in the sport context. The normative group who took part in the final version of the research was composed of 397 athletes aged between 13 and 64 years old (mean= 19.23 and standard deviation= 6.67). The scale shows: adequate factorial and construct validity, acceptable fit indexes (Kaiser-Meyer-Olkin= 0.785, Root Mean Square Residual= 0.078; Kelly's criterion= 0.075), a negative correlation with the dimensions of burnout and no relationship with respect to self-esteem. In addition, it also shows high reliability (a= 0.88). Furthermore, statistically significant differences have been found in relation to genders - where women require greater social support. In contrast, males tend to display a lower level of social support with team players and international athletes. Moreover, differential item functioning (DIF) was carried out to explore sex bias, however, none of the items exhibit DIF problems. PMID:22748742

  1. Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder.

    PubMed

    Russo-Ponsaran, Nicole M; McKown, Clark; Johnson, Jason K; Allen, Adelaide W; Evans-Smith, Bernadette; Fogg, Louis

    2015-10-01

    Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. PMID:25683488

  2. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    PubMed

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood. PMID:26267439

  3. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample

    PubMed Central

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood. PMID:26267439

  4. The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: the UCLA PEERS (®) Program.

    PubMed

    Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-09-01

    Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS (®) ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS (®) treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS (®) treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. PMID:24715256

  5. Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism

    NASA Astrophysics Data System (ADS)

    Nikolopoulos, Chris; Kuester, Deitra; Sheehan, Mark; Dhanya, Sneha

    This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations.

  6. Teaching Social Interaction Skills: Perspectives on Cross-Sex Communication.

    ERIC Educational Resources Information Center

    Scott, Kathryn P.

    While the literature on the social development of children has increasingly stressed the importance of peer relationships, little research has examined the influence of peers in sex role development. Sex segregation in children's play from preschool through the elementary years remains the norm even though we live in a society that is increasingly…

  7. Teaching Reading, Writing and Thinking Skills in the Social Studies.

    ERIC Educational Resources Information Center

    Biemer, Linda

    1984-01-01

    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)

  8. Social Skills Assessment and Intervention for Children and Youth

    ERIC Educational Resources Information Center

    Gresham, Frank M.

    2016-01-01

    Children and youth with deficits in social competence present substantial challenges for schools, teachers, parents and peers. These challenges cut across disciplinary, instructional and interpersonal domains and they frequently create chaotic home, school and classroom environments. Schools are charged with teaching an increasingly diverse…

  9. Social-Emotional Skills Can Boost Common Core Implementation

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2014-01-01

    The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

  10. Online Social Networks and Computer Skills of University Students

    ERIC Educational Resources Information Center

    Barbas, Maria Potes; Valerio, Gabriel; Rodríguez-Martínez, María del Carmen; Herrera-Murillo, Dagoberto José; Belmonte-Jiménez, Ana María

    2014-01-01

    Currently a large number of college students belong to social networks and spend several hours a week on them. Some sectors of society, like parents and teachers, are concerned about the negative impact on their academic work and in their personal lives. However, because the potential positive impacts have not been explored enough, this research…

  11. Children's Type A Behavior and Teacher Ratings of Social Skills.

    ERIC Educational Resources Information Center

    Jose, Paul E.; Langer, Beth A.

    Research has indicated that some Type A individuals lack social support networks; this study was designed to determine whether an alienating aspect of Type A behavior pattern (TABP) is evident in grade school children. As part of the study, two commonly used TABP scales for children, the Matthews Youth Test for Health (MYTH) Scale and the Hunter…

  12. Trajectories of Postpartum Maternal Depressive Symptoms and Children's Social Skills

    ERIC Educational Resources Information Center

    Wu, Yelena P.; Selig, James P.; Roberts, Michael C.; Steele, Ric G.

    2011-01-01

    The vast majority of new mothers experience at least some depressive symptoms. Postpartum maternal depressive symptoms can greatly influence children's outcomes (e.g., emotional, cognitive, language, and social development). However, there have been relatively few longitudinal studies of how maternal depressive symptoms may influence children's…

  13. Activities to Enhance Social, Emotional, and Problem-Solving Skills: Seventy-Six Activities that Teach Children, Adolescents, and Adults Skills Crucial to Success in Life. Second Edition

    ERIC Educational Resources Information Center

    Malouff, John M.; Schutte, Nicola S.

    2007-01-01

    This book provides descriptions of 76 engaging activities that can be used to teach children, adolescents, and adults valuable social, emotional, and problem-solving skills. Some of the skills taught include identifying and expressing one's own emotions, identifying emotions in others, coping with stressors, making and keeping friends, setting…

  14. An Analysis of the Effects of Communication Skills Training Provided to the Mothers of Six-Year-Old Children on the Social Skills of Children

    ERIC Educational Resources Information Center

    Erbay, Filiz; Arslan, Emel; Cagdas, Aysel

    2011-01-01

    This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post- tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of…

  15. The Effects of Working at Gaining Employment Skills on the Social and Vocational Skills of Adolescents with Disabilities: A School-Based Intervention

    ERIC Educational Resources Information Center

    Murray, Christopher; Doren, Bonnie

    2013-01-01

    The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES…

  16. Games To Enhance Social and Emotional Skills: Sixty-Six Games That Teach Children, Adolescents, and Adults Skills Crucial to Success in Life.

    ERIC Educational Resources Information Center

    Malouff, John; Schutte, Nicola S.

    By using a game-centered approach, mental health professionals can help teach social and emotional skills to their clients. The 66 games described in this book are presented using a standard format that includes suggestions for how to help players use their skills in daily life. The games were field tested using an evaluation strategy that focused…

  17. Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis.

    PubMed

    Pingault, Jean-Baptiste; Tremblay, Richard E; Vitaro, Frank; Japel, Christa; Boivin, Michel; Côté, Sylvana M

    2015-01-01

    This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child-care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This "catch-up" effect from the perspective of children's adaptation to the social group is discussed. PMID:26358177

  18. WWC Review of the Report "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2015

    2015-01-01

    For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…

  19. Adaptive bridge control strategy for opinion evolution on social networks

    NASA Astrophysics Data System (ADS)

    Qian, Cheng; Cao, Jinde; Lu, Jianquan; Kurths, Jürgen

    2011-06-01

    In this paper, we present an efficient opinion control strategy for complex networks, in particular, for social networks. The proposed adaptive bridge control (ABC) strategy calls for controlling a special kind of nodes named bridge and requires no knowledge of the node degrees or any other global or local knowledge, which are necessary for some other immunization strategies including targeted immunization and acquaintance immunization. We study the efficiency of the proposed ABC strategy on random networks, small-world networks, scale-free networks, and the random networks adjusted by the edge exchanging method. Our results show that the proposed ABC strategy is efficient for all of these four kinds of networks. Through an adjusting clustering coefficient by the edge exchanging method, it is found out that the efficiency of our ABC strategy is closely related with the clustering coefficient. The main contributions of this paper can be listed as follows: (1) A new high-order social network is proposed to describe opinion dynamic. (2) An algorithm, which does not require the knowledge of the nodes' degree and other global/local network structure information, is proposed to control the "bridges" more accurately and further control the opinion dynamics of the social networks. The efficiency of our ABC strategy is illustrated by numerical examples. (3) The numerical results indicate that our ABC strategy is more efficient for networks with higher clustering coefficient.

  20. Locus of Control, Social Interdependence, Academic Preparation, Age, Study Time, and the Study Skills of College Students.

    ERIC Educational Resources Information Center

    Jones, Craig H.; Slate, John R.; Marini, Irmo

    1995-01-01

    The relationship of students' study skills to their locus of control, social interdependence, academic preparation, age, and study time was studied with 266 college students. Study skills were related to locus of control, age, expected course grade, and study time. The need to address attitudinal and motivational variables in study skills programs…

  1. Social Studies and the Teaching of Skills: The More We Change, the More We Stay the Same.

    ERIC Educational Resources Information Center

    Cloud, Lewis E.

    1990-01-01

    Maintains that the social studies curriculum is appropriate for teaching thinking skills but that the subject is taught to enhance student performance on state-mandated tests. Traces historically the introduction of thinking skills into the curriculum. Examines the conflict over teaching thinking skills; namely the content versus process dispute.…

  2. The Mediating Role of Visuospatial Planning Skills on Adaptive Function Among Young-Adult Survivors of Childhood Brain Tumor.

    PubMed

    King, Tricia Z; Smith, Kristen M; Ivanisevic, Mirjana

    2015-08-01

    The Boston Qualitative Scoring System (BQSS) was used as a method to examine executive skills on the Rey-Osterrieth complex figure (ROCF). Young-adult survivors of childhood brain tumor (N = 31) and a demographically-matched comparison group (N = 33) completed the ROCF copy version and Grooved Pegboard, and informants were administered the Scales of Independent Behavior-Revised (SIB-R) and Behavior Rating Inventory of Executive Function (BRIEF). Survivors had significantly lower BQSS planning and SIB-R community living skills and greater perseveration. Mediation analyses found that BQSS planning skills mediate the relationship between group and community living skills. Convergent findings of the BRIEF Planning, and discriminant findings with the BQSS Fragmentation, BRIEF Emotional Control, and Grooved Pegboard support the planning construct as the specific mediator in this model. Together, these findings highlight the role of planning skills in adaptive functions of young-adult survivors of childhood brain tumor. PMID:26055499

  3. Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models

    PubMed Central

    Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

    2015-01-01

    Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621

  4. Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models.

    PubMed

    Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

    2015-01-01

    Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621

  5. Social skills: a factor of protection against eating disorders in adolescentes.

    PubMed

    Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

    2015-11-01

    The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders. PMID:26602727

  6. A trial of an iPad™ intervention targeting social communication skills in children with autism

    PubMed Central

    Fletcher-Watson, Sue; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catherine; O’Hare, Anne; Pain, Helen; McConachie, Helen

    2015-01-01

    This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent–child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains. PMID:26503990

  7. Understanding Students' Adaptation to Graduate School: An Integration of Social Support Theory and Social Learning Theory

    ERIC Educational Resources Information Center

    Tsay, Crystal Han-Huei

    2012-01-01

    The contemporary business world demands adaptive individuals (Friedman & Wyman, 2005). Adaptation is essential for any life transition. It often involves developing coping mechanisms, strategies, and seeking of social support. Adaptation occurs in many settings from moving to a new culture, taking a new job, starting or finishing an…

  8. The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills

    ERIC Educational Resources Information Center

    Ahmetoglu, Emine; Acar, Ibrahim H.

    2016-01-01

    The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…

  9. Group Social Skills Instruction for Adolescents with High-Functioning Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    White, Susan W.; Koenig, Kathleen; Scahill, Lawrence

    2010-01-01

    Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen…

  10. Developing Interdisciplinary Skills and Professional Confidence in Palliative Care Social Work Students

    ERIC Educational Resources Information Center

    Supiano, Katherine P.; Berry, Patricia H.

    2013-01-01

    Research suggests that better educational preparation is necessary to assure that health care social workers have the competencies essential for high quality interdisciplinary palliative care practice. This study is a qualitative evaluation of those elements contributing to competence and confidence in interdisciplinary practice skills of second…

  11. Do Social Attribution Skills Improve with Age in Children with High Functioning Autism Spectrum Disorders?

    ERIC Educational Resources Information Center

    Bal, Elgiz; Yerys, Benjamin E.; Sokoloff, Jennifer L.; Celano, Mark J.; Kenworthy, Lauren; Giedd, Jay N.; Wallace, Gregory L.

    2013-01-01

    Age-related changes in social attribution skills were assessed using the "Triangles Playing Tricks" task in 7-17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings…

  12. The Effect of Cooperative Learning Strategies on Elementary Students' Science Achievement and Social Skills in Kuwait

    ERIC Educational Resources Information Center

    Ebrahim, Ali

    2012-01-01

    This study compares the effects of two methods of teaching--teacher-centered and cooperative learning--on students' science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4…

  13. Social Skills Expression of Senior High School Age Students in Physical Education Classes

    ERIC Educational Resources Information Center

    Akelaitis, Arturas V.

    2015-01-01

    The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15-16 years old) students and 258 (17-18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaite and V. Gudžinskiene…

  14. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  15. Evidence-Based Social Skills Interventions for Students at Risk for EBD

    ERIC Educational Resources Information Center

    Gresham, Frank

    2015-01-01

    Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

  16. The Relationship between Social Skills and Depression in Adolescent Suicide Attempters.

    ERIC Educational Resources Information Center

    Spirito, Anthony; And Others

    Although suicide is the second leading cause of death for adolescents in the United States, there are little empirical data available on psychological factors which may lead an adolescent to consider or attempt suicide. To address this issue, the relationships among depression, social skills, and severity of suicidal attempt were investigated in…

  17. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    ERIC Educational Resources Information Center

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  18. Using Social Stories to Teach Choice and Play Skills to Children with Autism

    ERIC Educational Resources Information Center

    Barry, L.M.; Burlew, S.B.

    2005-01-01

    Social stories have become increasingly popular for teaching appropriate behavioral skills to children with autism, yet current literature warns that little empirical evidence is available that documents the effects of this intervention. Research that does exist targets participants with mild to moderate disabilities. In this study, a special…

  19. Links between Preschool Children's Social Skills and Observed Pretend Play in Outdoor Childcare Environments

    ERIC Educational Resources Information Center

    Li, Jiayao; Hestenes, Linda L.; Wang, Yudan C.

    2016-01-01

    As one of the most advanced play forms in childhood, pretend play often demonstrates positive associations with children's development. However, results from research that examines the association between social skills and pretend play are mixed, especially when the complexity of pretend play is taken into account. Moreover, few studies on pretend…

  20. Program Development for the Acquisition of Work and Social Skills. [The Granville Project].

    ERIC Educational Resources Information Center

    Hauritz, Margory; And Others

    The paper discusses program development at the Granville Work Preparation Centre in Australia, which teaches mildly retarded adolescents work and social skills. Some broad parameters considered in program development are listed and include recognition of the Center's industrial setting, and disruption in routines through extra movement of trainees…

  1. Social Skills of First-Grade Primary School Students and Pre-School Education

    ERIC Educational Resources Information Center

    Gulay, Hulya; Akman, Berrin; Kargi, Eda

    2011-01-01

    The purpose of this study is to evaluate the level of social skills of the first-grade primary school students who received preschool education and not. The sample group of the study consists of 521 children studying in the first grade of primary schools in Turkish provinces of Ankara, Kars, Malatya, Igdir, Samsun, Mersin, Gaziantep, Karabuk,…

  2. Making Friends, PreK-3: A Social Skills Program for Inclusive Settings. Second Edition

    ERIC Educational Resources Information Center

    Ross, Ruth Herron; Roberts-Pacchione, Beth

    2011-01-01

    Research shows that a child's social and behavioral skills affect the development of cognitive and physical abilities. Set students on a path to success and have fun doing it with this activity-packed second edition of "Wanna Play". The authors provide hundreds of activities that help children learn how to behave appropriately and make friends.…

  3. New Paths to the Middle Class: Developing Social Skills Employing Positive Peer Culture.

    ERIC Educational Resources Information Center

    Donlevy, James G.; Donlevy, Tia Rice

    1995-01-01

    Describes Positive Peer Culture (PPC), a school-based program for teaching social skills to adolescents, especially those in foster care or juvenile justice residential settings. Outlines problem types, discusses formal and informal group meetings and benefits of PPC (critical thinking, participatory democracy, real-world literacy, business…

  4. The Inclusion of Siblings in Social Skills Training Groups for Boys with Asperger Syndrome

    ERIC Educational Resources Information Center

    Castorina, Lia L.; Negri, Lisa M.

    2011-01-01

    This pilot investigation evaluated the effectiveness of siblings as generalisation agents in an 8-week social skills training (SST) program designed for boys with Asperger syndrome (AS). Twenty-one boys aged 8-12 participated in a SST group alone, with a sibling, or remained in a wait-list control group. After training, participants'…

  5. Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

    ERIC Educational Resources Information Center

    Waring, Scott M.; Robinson, Kirk S.

    2010-01-01

    The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

  6. Undergraduate Social Work Students: Learning Interviewing Skills in a Hybrid Practice Class

    ERIC Educational Resources Information Center

    Barclay, Barbara

    2012-01-01

    This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study consisted of 19 students enrolled in a practice course blending web-based and face-to-face (f2f) meetings (4 of 15 f2f) within a large urban college. As part of…

  7. Training of Self-Regulated Learning Skills on a Social Network System

    ERIC Educational Resources Information Center

    Cho, Kwangsu; Cho, Moon-Heum

    2013-01-01

    The purpose of this study was to investigate whether self-regulated learning (SRL) skills trained using a social network system (SNS) may be generalized outside the training session. A total of 29 undergraduate students participated in the study. During the training session, students in the experimental group were trained to practice…

  8. Promoting Social Skill Development in Children with Pervasive Developmental Disorders: A Feasibility and Efficacy Study

    ERIC Educational Resources Information Center

    Koenig, Kathleen; White, Susan Williams; Pachler, Maryellen; Lau, Monika; Lewis, Moira; Klin, Ami; Scahill, Lawrence

    2010-01-01

    A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8-11 years, were randomly assigned to treatment or wait list. Treatment…

  9. A Controlled Social Skills Training for Children with Fetal Alcohol Spectrum Disorders

    ERIC Educational Resources Information Center

    O'Connor, Mary J.; Frankel, Fred; Paley, Blair; Schonfeld, Amy M.; Carpenter, Erika; Laugeson, Elizabeth A.; Marquardt, Renee

    2006-01-01

    Children with fetal alcohol spectrum disorders (FASD) have significant social skills deficits. The efficacy of a child friendship training (CFT) versus a delayed treatment control (DTC) was assessed for 100 children ages 6 to 12 years with FASD. Children in the CFT showed clear evidence of improvement in their knowledge of appropriate social…

  10. Reading as a Skill or as a Social Practice in French Immersion?

    ERIC Educational Resources Information Center

    Roy, Sylvie; Schafer, Paul-Christophe

    2015-01-01

    This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

  11. Social Skills and Self-Esteem of College Students with ADHD

    ERIC Educational Resources Information Center

    Tse, Marina

    2012-01-01

    Research indicates that up to 65% of children diagnosed with ADHD may continue to display general behavior problems, as well as specific symptoms of ADHD, later in life. In most of the studies, ADHD college students' self-esteem is strongly aligned with their social skills. The purpose of this study was to find directions that will assist…

  12. Evidence-Based Social Skills Interventions for Children with Autism: A Meta-Analysis

    ERIC Educational Resources Information Center

    Wang, Peishi; Spillane, Anne

    2009-01-01

    The purpose of this study was to provide a synthesis of research studies published in the last ten years on interventions to increase social skills for children and adolescents with ASD, examine the outcomes of these studies and evaluate whether a given intervention meets the criteria for evidence-based practice. Thirty-eight studies were included…

  13. Using Space in Social Media to Promote Undergraduate Students' Critical Thinking Skills

    ERIC Educational Resources Information Center

    Pattanapichet, Fasawang; Wichadee, Saovapa

    2015-01-01

    The current study was conducted to see the effectiveness of using social media to enhance students' critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom's Taxonomy. During the period of…

  14. Quest for the Golden Rule: An Effective Social Skills Promotion and Bullying Prevention Program

    ERIC Educational Resources Information Center

    Rubin-Vaughan, Alice; Pepler, Debra; Brown, Steven; Craig, Wendy

    2011-01-01

    Everyday many students face bullying situations that they are ill equipped to manage. E-learning has recently emerged as a potentially effective tool in teaching children social skills, in addition to academic subject matter. Quest for the Golden Rule is one of the first bullying prevention e-learning programs available, designed by the…

  15. Ghanaian Folk Songs: Training Ground for Music and Social Skill Development

    ERIC Educational Resources Information Center

    Reynolds, Geoffrey

    2005-01-01

    The article considers Ghanaian folk songs as a training ground for music and social skill development. The U.S. is in cultural transition. Such changes have brought about reforms in educational policy including how teachers and school boards address ethnic diversity. The music of Africa is as diverse as its geography and its numerous ethnic…

  16. Two Birds with One Social Policy Stone: Youth Employment and Regional Skills Shortages in Australia

    ERIC Educational Resources Information Center

    Pyke, Joanne; Bertone, Santina; Grace, Marty; Broadbent, Robyn

    2007-01-01

    In June 2005, the Victorian State Government introduced the Regional Jobs Package (RJP)--a twelve-month pilot program that attempted to kill two social policy problems with one stone. The problems were youth unemployment and skills shortages in regional areas of Victoria, Australia. The intention of the RJP was to create a "win-win" outcome. If…

  17. Social Skills as Precursors of Cannabis Use in Young Adolescents: A Trails Study

    ERIC Educational Resources Information Center

    Griffith-Lendering, Merel F. H.; Huijbregts, Stephan C. J.; Huizink, Anja C.; Ormel, Hans; Verhulst, Frank C.; Vollebergh, Wilma A. M.; Swaab, Hanna

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre)adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset of cannabis use, and frequency of use at follow-up…

  18. Peer-Mediated Interventions Promoting Social Skills of Children and Youth with Behavioral Disorders.

    ERIC Educational Resources Information Center

    Mathur, Sarup R.; Rutherford, Robert B., Jr.

    1991-01-01

    Twenty-one articles employing peer-mediated interventions to promote social skills of children and adolescents with behavioral disorders were analyzed on their experimental, procedural, and generalization components. The review found that peer-mediated approaches produce immediate positive treatment effects and have contributed to the…

  19. Effects of a Prereading Intervention on the Literacy and Social Skills of Children

    ERIC Educational Resources Information Center

    Nelson, J. Ron; Stage, Scott A.; Epstein, Michael H.; Pierce, Corey D.

    2005-01-01

    This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions.…

  20. Social Skills Deficits as Primary Learning Disabilities: A Note on Problems with the ICLD Diagnostic Criteria.

    ERIC Educational Resources Information Center

    Forness, Steven R.; Kavale, Kenneth A.

    1991-01-01

    The Interagency Committee on Learning Disabilities' definition of learning disabilities implies that the presence of social skills deficits alone suffices for diagnosis, even in the absence of academic difficulties. Overlaps between this criterion and eligibility criteria for emotional disturbance are discussed along with implications for…