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Sample records for social skills program

  1. Social skills to homosexuals: Program toward Inlusion

    Directory of Open Access Journals (Sweden)

    Yanais Gutiérrez Jorge

    2015-09-01

    Full Text Available Male homosexuality in Cuba has been se gregated by means of discrimination what , may hinde r the social interation of this people. The research has carried out problems with the self - esteem , the knowledge of the assertive rights, the preparation to confront the conflicts in the interpersonal rel ationships, the correct use of the extraverbal language and the capacity to vary and to sustain approaches depending on the circumstances . This investigation propose to carry out a Sociocultural Animation Program to develop social skills in 25 male homosex uals in our province as a way to get their social insertion .

  2. Teaching Social Skills: An Effective Online Program

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2012-01-01

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

  4. Physical Activity into Socialization: A Movement-Based Social Skills Program for Children with Autism Spectrum Disorder

    Science.gov (United States)

    Lee, Jihyun; Vargo, Kristina K.

    2017-01-01

    Children with autism spectrum disorder (ASD) often exhibit deficits in social-communicative behaviors. Given the increased prevalence of children with ASD, programs designed to teach social-communicative behaviors are necessary. This article introduces a movement-based program that embeds social-skill components to improve the motor skills and…

  5. A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

    NARCIS (Netherlands)

    Hermens, Niels; Super, Sabina; Verkooijen, Kirsten T.; Koelen, Maria A.

    2017-01-01

    Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  8. Examining the Effect of Social Values Education Program Being Applied to Nursery School Students upon Acquiring Social Skills

    Science.gov (United States)

    Sapsaglam, Özkan; Ömeroglu, Esra

    2016-01-01

    This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill…

  9. Long-term effect of social skills training program for second graders

    OpenAIRE

    Motiejūnaitė, Miglė; Žardeckaitė-Matulaitienė, Kristina

    2017-01-01

    Middle childhood is an important period for reducing social and behavioural difficulties, though existing social skills training programs in Lithuania are not effective to help solving these problems. The aim of this study was to create and evaluate the short-term and long-term effects of a social skills training program based on an integrated theoretical model for second grade schoolchildren. The purpose of the program was to teach children non-verbal language, empathy, conflict resolution, ...

  10. A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

    NARCIS (Netherlands)

    Hermens, N.J.; Super, Sabina; verkooijen, kirsten; Koelen, Maria

    2017-01-01

    Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on

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

    Science.gov (United States)

    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.

  12. The Effect of Montessori Method Supported by Social Skills Training Program on Turkish Kindergarten Children's Skills of Understanding Feelings and Social Problem Solving

    Science.gov (United States)

    Kayili, Gökhan; Ari, Ramazan

    2016-01-01

    The current research was conducted with the purpose of analyzing the effect of Montessori method supported by Social Skills Training Program on kindergarten children's skills of understanding feelings and social problem solving. 53 children attending Ihsan Dogramaci Applied Nursery School affiliated to Selcuk University, Faculty of Health Sciences…

  13. Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

    Science.gov (United States)

    Pasiali, Varvara; Clark, Cherie

    2018-05-21

    Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

  14. Implementation of a new social skills training program for adults with intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Fernanda Sequera Fernández

    2016-12-01

    Full Text Available The present study has the purpose to develop and apply a new training program in order to promote the use of social skills in a group of adults with intellectual disabilities. It contains a quasi-experimental methodological design to prove the program effectiveness. The sample used consists of 21 adults with intellectual disabilities, users of an occupational therapy day entity (10 persons participated in the program and 11 did not. The social skills were evaluated using an adjusted version of the Social Skills Scale Model of Gismero (2010. The outcomes of this study show a significant improvement in the overall score of the group included in the program in comparison with the rest of the group. Likewise, the group under the program obtained an increase in the scores within 5 out of 6 subscales evaluated. The identified improvements are key elements for the individual development of this group. The implications of the results are discussed.

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

    Science.gov (United States)

    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…

  16. Social Validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) in the Primary Grades

    Science.gov (United States)

    Wollersheim Shervey, Sarah; Sandilos, Lia E.; DiPerna, James C.; Lei, Pui-Wa

    2017-01-01

    The purpose of this study was to examine the social validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  19. Investigation of the Effect of Story-Based Social Skills Training Program on the Social Skill Development of 5-6 Year-Old Children

    Science.gov (United States)

    Pekdogan, Serpil

    2016-01-01

    The aim of this study is to investigate the effect of Story-Based Social Skills Training Program on the social skill development of 5-6 year-old children. In the study, the pre-test/post-test and retention test experimental design with a control group was used. 5-6 year-old 60 (30 experimental, 30 control) preschool children participated in the…

  20. Good Talking Words: A Social Communications Skills Program for Preschool and Kindergarten Classes.

    Science.gov (United States)

    Paulson, Lucy Hart; van den Pol, Rick

    The "Good Talking Words" program aims to help children develop and demonstrate the social communication skills that are vital to school and life success. It uses an active, direct instructional approach for preschool and kindergarten students that uses language experiences to teach specific, prosocial behaviors that will help children…

  1. A Cluster Randomized Trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in First Grade

    Science.gov (United States)

    DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian

    2018-01-01

    The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…

  2. The Effectiveness of Social Skills Training Program via Peer Tutoring on Aggression Level

    Directory of Open Access Journals (Sweden)

    İsmail YELPAZE

    2015-12-01

    Full Text Available The purpose of this study was to investigate the effectiveness of social skills intervention program via peer tutoring on aggression level of secondary school students. The study was a semi-experimental model using experimental group with pre and post-tests. Eleven (eighth class students were selected to have skills for being peer helper. The population of this research consisted 56 secondary school students at Kahramanmaraş. In order to evaluate aggression level of students, Aggression Scale developed by Tuzgöl (1998 was used. . Additionally, a Personal Information Sheet developed by the researcher was used to record certain demographic variables. Researcher applied social skills invention program to 11 students (peer helpers for eight weeks. Later, peer helpers applied intervention program to selected 56 students as well. After application, last-test was applied to selected 56 students, again. To analyze the data collected, SPSS 15 for computer was used. Results of the research revealed that the social skill program via peer helping (peer guidance considerably decreased the level of aggression of students at secondary school students. Students’ aggression level differentiated according to their sex, but not their class levels. Results were discussed in the light of literature

  3. Social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the primary grades.

    Science.gov (United States)

    Wollersheim Shervey, Sarah; Sandilos, Lia E; DiPerna, James C; Lei, Pui-Wa

    2017-09-01

    The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. The Impact of Art Education Program on the Social Skills of Preschool Children

    Science.gov (United States)

    Yazici, Elçin

    2017-01-01

    The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test…

  5. Ostomy Home Skills Program

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  6. The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: the UCLA PEERS (®) Program.

    Science.gov (United States)

    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.

  7. Rel8: demonstrating the feasibility of delivering an 8-week social skills program in a public mental health setting.

    Science.gov (United States)

    Wauchope, Bronwyn; Terlich, Alissa; Lee, Stuart

    2016-06-01

    As community mental health services integrate recovery-oriented practices, treatments that focus on skills development and social integration are desirable. This study aimed to examine the feasibility of implementing "Rel8", an 8-week social skills training group adapted to suit a public community mental health setting. A retrospective audit was conducted of quantitative and qualitative data from four groups run between 2011 and 2013. Pre- and post-group measures were collected, assessing self-rated friendships and confidence with social skills and clinician-rated social skill performance. Qualitative feedback about group participation was also collected through use of a developed questionnaire. Analysis revealed significant improvements in participants' confidence with their social skills following group participation, with a trend also found for improved social skill performance. "Rel8", an adapted 8-week social skills training group, is a feasible program in the context of community mental health services. The program added to the recovery-centred practice of the community mental health service while also adding to the diversity of clinician skills for psychosocial-oriented practice. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  8. Ostomy Home Skills Program

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  9. Combining child social skills training with a parent early intervention program for inhibited preschool children.

    Science.gov (United States)

    Lau, Elizabeth X; Rapee, Ronald M; Coplan, Robert J

    2017-10-01

    Previous studies have demonstrated the efficacy of early intervention for anxiety in preschoolers through parent-education. The current study evaluated a six-session early intervention program for preschoolers at high risk of anxiety disorders in which a standard educational program for parents was supplemented by direct training of social skills to the children. Seventy-two children aged 3-5 years were selected based on high behavioural inhibition levels and concurrently having a parent with high emotional distress. Families were randomly assigned to either the intervention group, which consisted of six parent-education group sessions and six child social skills training sessions, or waitlist. After six months, families on waitlist were offered treatment consisting of parent-education only. Relative to waitlist, children in the combined condition showed significantly fewer clinician-rated anxiety disorders and diagnostic severity and maternal (but not paternal) reported anxiety symptoms and life interference at six months. Mothers also reported less overprotection. These gains were maintained at 12-month follow-up. Parent only education following waitlist produced similar improvements among children. Quasi-experimental comparison between combined and parent-only interventions indicated greater reductions from combined intervention according to clinician reports, but no significant differences on maternal reports. Results suggest that this brief early intervention program for preschoolers with both parent and child components significantly reduces risk and disorder in vulnerable children. The inclusion of a child component might have the potential to increase effects over parent-only intervention. However, future support for this conclusion through long-term, randomised controlled trials is needed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Use of a Behavioral Art Program to Improve Social Skills of Two Children with Autism Spectrum Disorders

    Science.gov (United States)

    Chou, Wan-Chi; Lee, Gabrielle T.; Feng, Hua

    2016-01-01

    The purpose of this study was to investigate the effectiveness of a behavioral art program in improving social skills for two children with autism in group settings. A multiple probe design across behaviors was used. The results indicated that for both children, the program increased the percentages of spontaneous verbal communications,…

  11. A comparison of two group-delivered social skills programs for young children with autism.

    Science.gov (United States)

    Kroeger, K A; Schultz, Janet R; Newsom, Crighton

    2007-05-01

    A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

  12. Ostomy Home Skills Program

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  13. A virtual reality-integrated program for improving social skills in patients with schizophrenia: a pilot study.

    Science.gov (United States)

    Rus-Calafell, Mar; Gutiérrez-Maldonado, José; Ribas-Sabaté, Joan

    2014-03-01

    Social skills training (SST) intervention has shown its efficacy to improve social dysfunction in patients with psychosis; however the implementation of new skills into patients' everyday functioning is difficult to achieve. In this study, we report results from the application of a virtual reality (VR) integrated program as an adjunct technique to a brief social skills intervention for patients with schizophrenia. It was predicted that the intervention would improve social cognition and performance of patients as well as generalisation of the learned responses into patient's daily life. Twelve patients with schizophrenia or schizoaffective disorder completed the study. They attended sixteen individual one-hour sessions, and outcome assessments were conducted at pre-treatment, post-treatment and four-month follow-up. The results of a series of repeated measures ANOVA revealed significant improvement in negative symptoms, psychopathology, social anxiety and discomfort, avoidance and social functioning. Objective scores obtained through the use of the VR program showed a pattern of learning in emotion perception, assertive behaviours and time spent in a conversation. Most of these gains were maintained at four-month follow-up. The reported results are based on a small, uncontrolled pilot study. Although there was an independent rater for the self-reported and informant questionnaires, assessments were not blinded. The results showed that the intervention may be effective for improving social dysfunction. The use of the VR program contributed to the generalisation of new skills into the patient's everyday functioning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Ostomy Home Skills Program

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  15. The Secret Agent Society Social Skills Program for Children with High-Functioning Autism Spectrum Disorders: A Comparison of Two School Variants

    Science.gov (United States)

    Beaumont, Renae; Rotolone, Cassie; Sofronoff, Kate

    2015-01-01

    School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Effects of Water Exercise Swimming Program on Aquatic Skills and Social Behaviors in Children with Autism Spectrum Disorders

    Science.gov (United States)

    Pan, Chien-Yu

    2010-01-01

    The purpose of this study was to determine the effectiveness of a 10 week water exercise swimming program (WESP) on the aquatic skills and social behaviors of 16 boys with autism spectrum disorders (ASDs). In the first 10 week phase (phase I), eight children (group A) received the WESP while eight children (group B) did not. A second 10 week phase…

  18. Ostomy Home Skills Program

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  19. Ostomy Home Skills Program

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  20. Ostomy Home Skills Program

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  1. Ostomy Home Skills Program

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  2. Ostomy Home Skills Program

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  3. Ostomy Home Skills Program

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  4. Ostomy Home Skills Program

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  5. Ostomy Home Skills Program

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  6. The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood

    OpenAIRE

    Myles-Pallister, Jacqueline D.; Hassan, Sharinaz; Rooney, Rosanna M.; Kane, Robert T.

    2014-01-01

    The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS) on Year 4 and 5 children's social and emotional learning (SEL) skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Wester...

  7. Ostomy Home Skills Program

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  8. The Effect of Social Skills Training Program on the Emotional and Behavioral Problems of Adolescent Girls in a High School

    Directory of Open Access Journals (Sweden)

    Ali Alavi

    2008-07-01

    Full Text Available "n  "n  "nObjective: "nSchool-based interventions (such as life skills training have become the mainstay for prevention of some behavioral problems. This study was conducted to evaluate the efficacy of a social skills training program on a group of students who were in the first grade of high school in an urban area of Tehran, Iran "n  "n  "nMethod: "nIn a before-after study, a kind of social skill education program named Right Choices" was used for high school female students. The entire students of a class in a high school participated in the study. The students' age  ranged from 14-16 years. All of the participants lived in an urban area. Demographic characteristics were recorded in a designed questionnaire and included the name, age, educational level of the students and their parents, and prior history of psychiatric and medical condition. The total problem score and each of the subscale scores of the students before and after the study were calculated and compared. "n  "n  "nResults: "nThe mean age of the 33 participants in the study whose SDQ answer sheets were completed was equal to 15.15±6.2 years (14 to 17 years. The mean total problem score of the participants in the beginning of the program was equal to 14.3±5. After the program, the students' total problem score and all of the subscale scores improved, however, the differences between pre- and post intervention scores were not statistically significant. "n  "n  "nConclusion: "nSocial skills training program may impact the problem behaviors of the adolescent girls.

  9. Ostomy Home Skills Program

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    Full Text Available ... The Ostomy Home Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed for optimal postoperative recovery. The kit supports the entire surgical team with quality, comprehensive education. The standardized interactive program has been ...

  10. Ostomy Home Skills Program

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  11. Ostomy Home Skills Program

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  12. Ostomy Home Skills Program

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    Full Text Available ... de Destrezas para manejo Doméstico de Ostomía Ostomy Home Skills Program Adult Ostomy Pediatric Ostomy Programa de Destrezas para manejo Doméstico de Ostomía The Ostomy Home Skills Kit supports patients with educational and simulation ...

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

    Science.gov (United States)

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

    2015-12-01

    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 adults with ASD. Using a randomized controlled design, 22 young adults 18-24 years of age were randomly assigned to a treatment (n = 12) or delayed treatment control (n = 10) group. Results revealed that the treatment group improved significantly in overall social skills, frequency of social engagement, and social skills knowledge, and significantly reduced ASD symptoms related to social responsiveness following PEERS. Most treatment gains were maintained at a 16-week follow-up assessment with new improvements observed.

  14. Maine's Employability Skills Program

    Science.gov (United States)

    McMahon, John M.; Wolffe, Karen E.; Wolfe, Judy; Brooker, Carrie

    2013-01-01

    This Practice Report describes the development and implementation of the "Maine Employability Skills Program," a model employment program developed by the Maine Division for the Blind and Visually Impaired (DBVI). The program was designed to support the efforts of the chronically unemployed or underemployed. These consumers were either…

  15. Ostomy Home Skills Program

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    Full Text Available ... and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find a Treatment Center Patient Safety ... Involved Get Involved SurgeonsVoice American College of Surgeons Professional Association State Legislative Action Center Leadership & Advocacy Summit ...

  16. Ostomy Home Skills Program

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    Full Text Available ... for Hospitals Ostomy Home Skills Hospital Quality Improvement Package The standardized interactive program has been developed by the American College of Surgeons ... and Associates Medical Students International Surgeons ...

  17. Ostomy Home Skills Program

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    Full Text Available ... Education Patients Medical Professionals Skills Programs Find a Treatment Center Patient Safety Resources About the Patient Education ... Surgeons (ASCRS), American Urological Association (AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of ...

  18. Ostomy Home Skills Program

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    Full Text Available ... Resources Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find a Treatment Center Patient ...

  19. Ostomy Home Skills Program

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    Full Text Available ... ASCRS), American Urological Association (AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of America (UOAA). Program Overview The skills kit contains: A booklet with information on the ...

  20. Ostomy Home Skills Program

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    Full Text Available ... ASE Resident Prep Curriculum ACS/ASE Medical Student Core Curriculum ACS/ASE Medical Student Simulation-Based Surgical Skills Curriculum Cancer Education Cancer Education Cancer Education Cancer Programs Conference: Learn. ...

  1. Ostomy Home Skills Program

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    Full Text Available ... CME Accreditation PartnerCME Joint Providership Program Verification of Knowledge and Skills Academy of Master Surgeon Educators Academy ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education ...

  2. Ostomy Home Skills Program

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    Full Text Available ... You Want to Be a Surgeon Resident Resources Teaching Resources Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find ...

  3. Ostomy Home Skills Program

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    Full Text Available ... Systems Consultation Program Trauma Education Achieving Zero Preventable Deaths Conference Publications and Posters National Trauma System Injury ... Education Trauma Education Trauma Education Achieving Zero Preventable Deaths Trauma Systems Conference Advanced Surgical Skills for Exposure ...

  4. Ostomy Home Skills Program

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    Full Text Available ... Nurses (CETN), and the United Ostomy Associations of America (UOAA). Program Overview The skills kit contains: A ... Nurses (CETN), and the United Ostomy Associations of America (UOAA). Back to Top Find A Surgeon Find ...

  5. Ostomy Home Skills Program

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  7. The level of physical and social skills after completion of the training program for children aged 9-11

    Directory of Open Access Journals (Sweden)

    Lucie Francová

    2014-03-01

    Full Text Available Objective: The objective of the study was to determine changes in physical and social indicators in participants of a table tennis training program lasting 10 months. Physical and social indicators were compared within two different research groups. Methods: Two research groups were created. The first one comprised beginners with intellectual disabilities and the reference group was created by non-disabled participants. Altogether 15 participants, aged 9-11, were included in each group. A pre-test was introduced at the beginning of the study and was followed by a post-test 10 months later. Physical parameters were evaluated with the help of individual skills tests designed for table tennis. The area of social indicators was determined according to the Scales for Assessing Coping Skills by Whelan and Speake (1979. Results: As far as physical indicators (e.g. individual skills used in table tennis are concerned, individuals with intellectual disabilities improved by 24.5%. The improvement of non-disabled population reached 11%. Positive changes in social indicators, which include self-help socio-educational issues and interpersonal skills, were seen in individuals with intellectual disabilities - the improvement reached 7%; whereas the improvement in non-disabled participants was only 2%. The obtained results were evaluated separately for each group, due to the default level in pre-tests. Having compared the two groups we learnt that individuals with intellectual disabilities reached on average 63% of the non-disabled participants. Conclusions: The training programme has brought positive changes into the lives of individuals with intellectual disabilities in all of the studied parameters, social and physical skills included. In accord with our comparative findings it has been recommended to reduce sport demands to the observed level. Also, a number, of methodological skills required for table tennis, has been modified in accordance with our

  8. Ostomy Home Skills Program

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    Full Text Available ... Workforce Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative Issues Regulatory Issues Regulatory Issues Regulatory Issues Stop Overregulating My OR ... American Urological Association (AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of America (UOAA). Program Overview The skills kit contains: A booklet with information on the operation, home skills such as emptying ...

  9. A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder.

    Science.gov (United States)

    Hill, Trenesha L; Gray, Sarah A O; Baker, Courtney N; Boggs, Koren; Carey, Elizabeth; Johnson, Corinn; Kamps, Jodi L; Varela, R Enrique

    2017-10-01

    The Program for the Evaluation of the Enrichment of Relational Skills (PEERS), a social skills intervention for high functioning adolescents with autism spectrum disorder (ASD), has been proven efficacious in randomized control trials. However, the effectiveness of the PEERS program in community settings has not been studied. The present small-scale pilot study examined the effectiveness of the PEERS program in a community setting. Five adolescents and their caregivers participated in the PEERS intervention. Results indicated that the adolescents showed significant improvement in their social engagement, social cognition, social communication, social motivation, and knowledge of PEERS skills and concepts from pre- to post-intervention. Furthermore, adolescents showed significant reductions in their internalizing and autistic symptoms from pre- to post-intervention. The findings from this small-scale pilot study support the effectiveness of the PEERS program in community-based settings.

  10. Ostomy Home Skills Program

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    Full Text Available ... in Residence Clinical Trials Methods Course Health Services Research Methods Course Surgeon Specific Registry Trauma Education Trauma Education Trauma Education Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support ... Quality Program Initiatives Communications to the Profession ...

  11. Ostomy Home Skills Program

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    Full Text Available ... ASE Medical Student Core Curriculum ACS/ASE Medical Student Simulation-Based Surgical Skills Curriculum Cancer Education Cancer Education Cancer Education Cancer Programs Conference: Learn. Interact. Transform. CoC Events Quality Education Quality Education Quality Education ...

  12. The Efficacy of the Enhanced Aussie Optimism Positive Thinking Skills Program in Improving Social and Emotional Learning in Middle Childhood

    Directory of Open Access Journals (Sweden)

    Jacqueline D Myles-Pallister

    2014-08-01

    Full Text Available The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS on Year 4 and 5 children’s social and emotional learning (SEL skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Western Australia. Students were assessed on two subscales of emotional attribution at school whilst parents reported on their children’s externalizing and internalizing problems outside of school and at home. Two analyses were conducted: seven intervention schools were assessed at pre- and post-test (Analysis 1 and pre-post change in three intervention schools were compared to pre-post change in three matched control schools (Analysis 2. Results from Analysis 1 showed that the intervention children had increased in their overall emotional attribution accuracy and decreased in total difficulties and hyperactivity; Results from Analysis 2 revealed no intervention effect on emotional attribution accuracy or internalizing or externalizing problems. These findings suggest that the enhanced AO-PTS’s effects on SEL were not evident in the short-term period after intervention. The non-significant findings and future directions for AO-PTS research and program modification were discussed.

  13. A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

    Science.gov (United States)

    McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

    2017-01-01

    Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

  14. Epilepsy, language, and social skills.

    Science.gov (United States)

    Caplan, Rochelle

    2017-10-04

    Language and social skills are essential for intrapersonal and interpersonal functioning and quality of life. Since epilepsy impacts these important domains of individuals' functioning, understanding the psychosocial and biological factors involved in the relationship among epilepsy, language, and social skills has important theoretical and clinical implications. This review first describes the psychosocial and biological factors involved in the association between language and social behavior in children and in adults and their relevance for epilepsy. It reviews the findings of studies of social skills and the few studies conducted on the inter-relationship of language and social skills in pediatric and adult epilepsy. The paper concludes with suggested future research and clinical directions that will enhance early identification and treatment of epilepsy patients at risk for impaired language and social skills. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Uncharted Territory: Can Social Innovation Revitalize Literacy and Essential Skills Programs? Research Brief

    Science.gov (United States)

    MacLaughlin, John; Samson, Ron

    2013-01-01

    "Social innovation" has become a buzzword in social policy circles over the past decade and the concept of social innovation has emerged as an influential approach to address intractable social problems. Yet despite widespread discussion and promotion, there is still limited understanding of precisely what the concept means in terms of…

  16. A Multifaceted Program To Improve Self-Esteem and Social Skills while Reducing Anxiety in Emotionally Handicapped Middle School Students.

    Science.gov (United States)

    Poirier, Lynn

    A practicum was developed to increase self-esteem, to lower anxiety, and to improve social skills in 13 emotionally handicapped (EH) middle school boys. An additional objective was to provide parenting classes which focused on increasing parents' knowledge and skills in improving their children's self esteem. The 8-month multifaceted program…

  17. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    Science.gov (United States)

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society.

  18. Uncharted Territory: Can Social Innovation Revitalize Literacy and Essential Skills Programs?

    Science.gov (United States)

    MacLaughlin, John; Samson, Ron

    2013-01-01

    The concept of social innovation has recently emerged as an influential approach to address intractable social problems. Increasingly discussed in academia and policy circles, the concept draws on multifaceted practices and ideas from many disciplines. Yet despite widespread discussion and promotion, there is still limited understanding of…

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

    Science.gov (United States)

    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…

  20. Ostomy Home Skills Program

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    Full Text Available ... Medical Student Core Curriculum ACS/ASE Medical Student Simulation-Based Surgical Skills Curriculum Cancer Education Cancer Education ... Home Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed ...

  1. Ostomy Home Skills Program

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    Full Text Available ... Overview The skills kit contains: A booklet with information on the operation, home skills such as emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma ...

  2. Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study.

    Science.gov (United States)

    Baker-Ericzén, Mary J; Fitch, Meghan A; Kinnear, Mikaela; Jenkins, Melissa M; Twamley, Elizabeth W; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J; Winner, Michelle G; Leon, Juan

    2018-01-01

    The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized "soft skills" curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes.

  3. Ostomy Home Skills Program

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    Full Text Available ... Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and Emergency ...

  4. Parent-Implemented Behavioral Skills Training of Social Skills

    Science.gov (United States)

    Dogan, Rebecca K.; King, Melissa L.; Fischetti, Anthony T.; Lake, Candice M.; Mathews, Therese L.; Warzak, William J.

    2017-01-01

    Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching…

  5. Social Information-Processing Skills and Aggression: A Quasi-Experimental Trial of the Making Choices and Making Choices Plus Programs

    Science.gov (United States)

    Terzian, Mary A.; Li, Jilan; Fraser, Mark W.; Day, Steven H.; Rose, Roderick A.

    2015-01-01

    This article describes the findings from an efficacy trial of a school-based, universal prevention program designed to reduce aggressive behavior of by strengthening emotion regulation and social information-processing (SIP) skills. Three cohorts of third graders (N = 479) participated in this study. The first cohort participated in the Making…

  6. Effectiveness of a Computer Program in Increasing Social Skills in Children with Autism Spectrum Disorder

    Science.gov (United States)

    Myszak, Jessica Peters

    2010-01-01

    The ability to understand theory of mind and understand the emotions of others has significant consequences for the social competency of individuals. As early as the preschool years, theory of mind ability has been associated with the capacity of children to engage in and sustain pretend play with peers. Individuals on the autism spectrum…

  7. Social skills programmes for schizophrenia.

    Science.gov (United States)

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

    2015-06-09

    Social skills programmes (SSP) are treatment strategies aimed at enhancing the social performance and reducing the distress and difficulty experienced by people with a diagnosis of schizophrenia and can be incorporated as part of the rehabilitation package for people with schizophrenia. The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. We searched the Cochrane Schizophrenia Group's Trials Register (November 2006 and December 2011) which is based on regular searches of CINAHL, BIOSIS, AMED, EMBASE, PubMed, MEDLINE, PsycINFO, and registries of clinical trials. We inspected references of all identified studies for further trials.A further search for studies has been conducted by the Cochrane Schizophrenia Group in 2015, 37 citations have been found and are currently being assessed by review authors. We included all relevant randomised controlled trials for social skills programmes versus standard care involving people with serious mental illnesses. We extracted data independently. For dichotomous data we calculated risk ratios (RRs) and their 95% confidence intervals (CI) on an intention-to-treat basis. For continuous data, we calculated mean differences (MD) and 95% CIs. We included 13 randomised trials (975 participants). These evaluated social skills programmes versus standard care, or discussion group. We found evidence in favour of social skills programmes compared to standard care on all measures of social functioning. We also found that rates of relapse and rehospitalisation were lower for social skills compared to standard care (relapse: 2 RCTs, n = 263, RR 0.52 CI 0.34 to 0.79, very low quality evidence), (rehospitalisation: 1 RCT, n = 143, RR 0.53 CI 0.30 to 0.93, very low quality evidence) and participants' mental state results (1 RCT, n = 91, MD -4.01 CI -7.52 to -0.50, very low quality evidence) were better in the group receiving social skill programmes

  8. A randomized controlled trial of the Korean version of the PEERS(®) parent-assisted social skills training program for teens with ASD.

    Science.gov (United States)

    Yoo, Hee-Jeong; Bahn, Geonho; Cho, In-Hee; Kim, Eun-Kyung; Kim, Joo-Hyun; Min, Jung-Won; Lee, Won-Hye; Seo, Jun-Seong; Jun, Sang-Shin; Bong, Guiyoung; Cho, Soochurl; Shin, Min-Sup; Kim, Bung-Nyun; Kim, Jae-Won; Park, Subin; Laugeson, Elizabeth A

    2014-02-01

    Impaired social functioning is a hallmark feature of autism spectrum disorder (ASD), often requiring treatment throughout the life span. PEERS(®) (Program for the Education and Enrichment of Relational Skills) is a parent-assisted social skills training for teens with ASD. Although PEERS(®) has an established evidence base in improving the social skills of adolescents and young adults with ASD in North America, the efficacy of this treatment has yet to be established in cross-cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a Korean version of PEERS(®) for enhancing social skills through a randomized controlled trial (RCT).The English version of the PEERS(®) Treatment Manual (Laugeson & Frankel, 2010) was translated into Korean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of ASD and a verbal intelligence quotient (IQ) ≥ 65. Eligible teens were randomly assigned to a treatment group (TG) or delayed treatment control group (CG). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to ASD. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the PEERS(®) treatment. Independent samples t-tests revealed no significant differences at baseline across the TG and CG conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years), IQ (99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or ASD symptoms (p social interaction domain scores on the Autism Diagnostic Observation Schedule, interpersonal

  9. The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

    Science.gov (United States)

    Gur, Cagla; Kocak, Nurcan

    2018-01-01

    Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…

  10. Ostomy Home Skills Program

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    Full Text Available ... kit contains: A booklet with information on the operation, home skills such as emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma ...

  11. Ostomy Home Skills Program

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    Full Text Available ... Surgeon Specific Registry Trauma Education Trauma Education Trauma Education Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and Emergency ...

  12. Ostomy Home Skills Program

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    Full Text Available ... Education Trauma Education Achieving Zero Preventable Deaths Trauma Systems Conference Advanced Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...

  13. Ostomy Home Skills Program

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    Full Text Available ... Specific Registry Surgeon Specific Registry News and Updates Account Setup Resources and FAQs Features of the SSR ... Today Ostomy Home Skills Kit (login or create account first) Skills Kits Broadcast Rights for Hospitals Ostomy ...

  14. Ostomy Home Skills Program

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    Full Text Available ... skills such as emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma Practice Model Stoma supplies (measurement guide, marking ...

  15. Social skills in dysphonic children.

    Science.gov (United States)

    Silva, Maíra da; Batista, Ana Priscila; Oliveira, Jáima Pinheiro de; Dassie-Leite, Ana Paula

    2012-01-01

    To obtain and analyze data from the social skills evaluation of dysphonic children. This is a cross-sectional and prospective study. Participants were 38 children enrolled in a public school, ranging in age from 7 to 11 years. They were separated into two groups: Study Group (SG)--19 dysphonic children; Control Group (CG)--19 non-dysphonic children. The groups were matched by gender and age range. Children with any history of organic vocal problems, according to the identification and investigation of general and vocal health questionnaire, which was answered by the legal guardian, were excluded. The Multimedia Social Skills Inventoire for Children (MUSSIC) was applied, which consists of 21 social interaction situations represented by photos, having a child as the leading figure. For each situation, the participant should select one out of three behaviors, putting themselves in the place of the main character. Each response corresponds to one out of three types of reaction: assertive, passive and aggressive. Data were statistically analyzed. There was no difference between the groups on the social skills evaluation results, that is, SG and CG children presented similar scores regarding assertiveness, aggressiveness and passiveness. Consequently, there was no difference on the subscales of the inventory regarding social skills. As for the SG, there was no relationship between the scores obtained on the MUSSIC and the severity of the voice disorder. It is not possible to determine specific behaviors of dysphonic children concerning social skills.

  16. Component analysis of a school-based substance use prevention program in Spain: contributions of problem solving and social skills training content.

    Science.gov (United States)

    Espada, José P; Griffin, Kenneth W; Pereira, Juan R; Orgilés, Mireia; García-Fernández, José M

    2012-02-01

    The objective of the present research was to examine the contribution of two intervention components, social skills training and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components. Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components. We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions to students by selecting intervention components after a skills-based needs assessment.

  17. Automated social skills training with audiovisual information.

    Science.gov (United States)

    Tanaka, Hiroki; Sakti, Sakriani; Neubig, Graham; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

    2016-08-01

    People with social communication difficulties tend to have superior skills using computers, and as a result computer-based social skills training systems are flourishing. Social skills training, performed by human trainers, is a well-established method to obtain appropriate skills in social interaction. Previous works have attempted to automate one or several parts of social skills training through human-computer interaction. However, while previous work on simulating social skills training considered only acoustic and linguistic features, human social skills trainers take into account visual features (e.g. facial expression, posture). In this paper, we create and evaluate a social skills training system that closes this gap by considering audiovisual features regarding ratio of smiling, yaw, and pitch. An experimental evaluation measures the difference in effectiveness of social skill training when using audio features and audiovisual features. Results showed that the visual features were effective to improve users' social skills.

  18. Ostomy Home Skills Program

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    Full Text Available ... in Residence Clinical Trials Methods Course Health Services Research Methods Course Surgeon Specific Registry Trauma Education Trauma Education Trauma Education Advanced Surgical Skills for ...

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

    Science.gov (United States)

    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.…

  20. Ostomy Home Skills Program

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    Full Text Available ... Workforce Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative ... Overview The skills kit contains: A booklet with information on the ... and home management. A DVD with demonstration of each skill Stoma ...

  1. Ostomy Home Skills Program

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  2. Ostomy Home Skills Program

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  4. Ostomy Home Skills Program

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    Full Text Available ... Membership Directory 2017 Annual Meeting 2016 Annual Meeting Women's Committee Mentorship Program Outside Activities ACS Archives Contact Us Quality Programs Quality Programs Overview About Quality Programs ACS ...

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  6. Ostomy Home Skills Program

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    Full Text Available ... Membership Directory 2017 Annual Meeting 2016 Annual Meeting Women's Committee Mentorship Program Outside Activities ACS Archives Contact Us Quality Programs Quality Programs Overview About Quality Programs ACS Leadership in Quality ACS Leadership in Quality Setting the ...

  7. The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness

    Science.gov (United States)

    Gaden, Gregory G.

    2012-01-01

    The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…

  8. Ostomy Home Skills Program

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    Full Text Available ... to Choosing a Surgical Residency Education Modules Practice Management Workshops Patients and Family Patient Education Patient Education ... Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...

  9. Ostomy Home Skills Program

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    Full Text Available ... with demonstration of each skill Stoma Practice Model Stoma supplies (measurement guide, marking pen, scissors, sample pouch) Ostomy self-care checklist Evaluation (Complete the Ostomy Patient Survey . We ...

  10. Ostomy Home Skills Program

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    Full Text Available ... AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of America (UOAA). The skills kit ... AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of America (UOAA). Back to Top ...

  11. Ostomy Home Skills Program

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    Full Text Available JACS Jobs Events Find a Surgeon Patients and Family Contact My Profile Shop ( 0 ) Cart Donate Become ... a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills ...

  12. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative ... The Ostomy Home Skills Kit supports patients with educational and simulation materials to learn and practice the ...

  13. Ostomy Home Skills Program

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  14. Ostomy Home Skills Program

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    Full Text Available ... Workforce Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative Issues Regulatory Issues Regulatory Issues Regulatory Issues Stop Overregulating My OR ... Rectal Surgeons (ASCRS), American Urological Association (AUA), Certified Enterostomal Therapy Nurses (CETN), and the United Ostomy Associations of America (UOAA). The skills kit contains: A booklet with information on the operation, home skills such as emptying ...

  15. The ABC's of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA "PEERS®" Program

    Science.gov (United States)

    Laugeson, Elizabeth A.; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-01-01

    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…

  16. Ostomy Home Skills Program

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  18. Ostomy Home Skills Program

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  19. Ostomy Home Skills Program

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  20. Ostomy Home Skills Program

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  8. Ostomy Home Skills Program

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  9. Ostomy Home Skills Program

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    Full Text Available ... Workforce Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative ... supports the entire surgical team with quality, comprehensive education. The ... A booklet with information on the operation, home skills such as emptying ...

  10. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma Practice Model Stoma supplies (measurement guide, marking pen, scissors, sample pouch) Ostomy self-care checklist Evaluation (Complete the Ostomy Patient Survey . We ...

  11. Ostomy Home Skills Program

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  14. Ostomy Home Skills Program

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  15. Ostomy Home Skills Program

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    Full Text Available ... Profession Member Benefits About Member Benefits About Member Benefits Fellows (US and Canada) International Fellows Associate Fellows Residents Medical Students Affiliate Members ACS Insurance Programs ACS Discount Programs ...

  16. Ostomy Home Skills Program

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  17. Ostomy Home Skills Program

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  18. Ostomy Home Skills Program

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  19. Ostomy Home Skills Program

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  20. Ostomy Home Skills Program

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    Full Text Available ... Meetings and Events Scholarships, Competitions, Awards, and Project Work Top 10 Reasons to Participate Grand Rounds Webinar ... Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric ...

  1. Ostomy Home Skills Program

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  2. Ostomy Home Skills Program

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    Full Text Available ... Centers National Cancer Database National Accreditation Program for Rectal Cancer Oncology Medical Home Accreditation Program Stereotactic Breast ... collaboration with the American Society of Colon and Rectal Surgeons (ASCRS), American Urological Association (AUA), Certified Enterostomal ...

  3. Ostomy Home Skills Program

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    Full Text Available ... Associate Fellows Residents Medical Students Affiliate Members ACS Insurance Programs ACS Discount Programs FACS Resources Career Connection ... and Awards Overview Scholarships, Fellowships, and Awards Overview Health Policy Scholarships Scholarships for International Surgeons Research Scholarships ...

  4. Ostomy Home Skills Program

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    Full Text Available ... Class Clinical Congress 2018 Events at Clinical Congress Child Care at Clinical Congress Info for International Attendees ... Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric ...

  5. Ostomy Home Skills Program

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  6. Ostomy Home Skills Program

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    Full Text Available ... State Requirements Contact Online Education Accreditation, Verification, and Validation Accreditation, Verification, and Validation Programs Accreditation, Verification, and ...

  7. Ostomy Home Skills Program

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  8. Soft And Hard Skills of Social Worker

    OpenAIRE

    HANTOVÁ, Libuše

    2011-01-01

    The work deals with soft and hard skills relevant to the profession of social worker. The theoretical part at first evaluates and analyzes important soft and hard skills necessary for people working in the field of social work. Then these skills are compared. The practical part illustrates the use of soft and hard skills in practice by means of model scenes and deals with the preferences in three groups of people ? students of social work, social workers and people outside the sphere, namely ...

  9. Ostomy Home Skills Program

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    Full Text Available ... Special Activities Resources Housing and Travel ... Contact Online Education Accreditation, Verification, and Validation Accreditation, Verification, and Validation Programs Accreditation, Verification, and ...

  10. Ostomy Home Skills Program

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    Full Text Available ... Advocate at Home Program State Legislative Action Center Leadership & Advocacy Summit Webinars Practice Management Practice Management Practice Management CPT Coding Bulletin Articles ...

  11. Ostomy Home Skills Program

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    Full Text Available ... Life Support Verification, Review, and Consultation Program for Hospitals ... Injury Prevention and Control Quality and Safety Conference Quality and Safety Conference Quality ...

  12. Ostomy Home Skills Program

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  13. Ostomy Home Skills Program

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    Full Text Available ... Program Federal Legislation Federal Legislation Federal Legislation Health Care Reform Summary Letters on Health Care Reform Medicare Physician Payment Medical Liability Reform Opioids ...

  14. Social Emotional Learning Skills and Educational Stress

    Science.gov (United States)

    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…

  15. Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities

    Science.gov (United States)

    Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

    2016-01-01

    This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12…

  16. Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD.

    Science.gov (United States)

    Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Paweł; Orlando, Ann-Marie

    2017-11-20

    We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.

  17. Ostomy Home Skills Program

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  18. Ostomy Home Skills Program

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  19. Ostomy Home Skills Program

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  20. Ostomy Home Skills Program

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  1. Ostomy Home Skills Program

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  2. Ostomy Home Skills Program

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  3. Ostomy Home Skills Program

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  4. Ostomy Home Skills Program

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  5. Ostomy Home Skills Program

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  6. Ostomy Home Skills Program

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  7. Ostomy Home Skills Program

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  16. Ostomy Home Skills Program

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  20. Ostomy Home Skills Program

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  1. Ostomy Home Skills Program

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  2. Ostomy Home Skills Program

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  4. Ostomy Home Skills Program

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  6. Ostomy Home Skills Program

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  7. Ostomy Home Skills Program

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  8. Ostomy Home Skills Program

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  9. Ostomy Home Skills Program

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  11. Ostomy Home Skills Program

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  12. Ostomy Home Skills Program

    Medline Plus

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  13. Ostomy Home Skills Program

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  14. Ostomy Home Skills Program

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  15. Ostomy Home Skills Program

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  16. Research Paper: Effectiveness of Social Skills Training on Behavioral Problems in Adolescents with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Abbas Nesayan

    2016-07-01

    Conclusion This research showed that social skills training were not significantly effective on behavioral problems in adolescents with intellectual disability. Although our results were not effective, research evidence shows that people with cognitive delays (such as intellectual disability require social skill training programs that include all of their academic, career, daily life, and social skills. As social skills learning plays a role in personal and social adjustment, it is necessary to pay more attention to these skills.

  17. Specific skills and social competence in schizophrenia

    NARCIS (Netherlands)

    Appelo, M.T.; van Nieuwenhuizen, C.J.; Emmelkamp, P.M.G.; Slooff, C.J.; Louwerens, J.W.

    1992-01-01

    Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

  18. SPECIFIC SKILLS AND SOCIAL COMPETENCE IN SCHIZOPHRENIA

    NARCIS (Netherlands)

    APPELO, MT; WOONINGS, FMJ; VANNIEUWENHUIZEN, CJ; EMMELKAMP, PMG; SLOOFF, CJ; LOUWERENS, JW

    Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

  19. Effects of a Program of Sport Schools on Development of Social and Psychomotor Skills of People with Autistic Spectrum Disorders: A Pilot Project

    Science.gov (United States)

    López, José María; Moreno-Rodríguez, Ricardo; Alcover, Carlos-María; Garrote, Inmaculada; Sánchez, Sergio

    2017-01-01

    Individuals with Autistic Spectrum Disorder (ASD) present learning difficulties and limited performance of social skills, besides lower motor skills performance in comparison with their peers. Owing to these difficulties, most of children with ASD are at risk of social exclusion or a poor inclusion due to their behavior, mainly playing with other…

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

    Science.gov (United States)

    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. © The Author(s) 2016.

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

    Science.gov (United States)

    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…

  2. Integration of a Social Skills Training: A Case Study of Children with Low Social Skills

    Science.gov (United States)

    Choi, Dong Hwa; Md-Yunus, Sham'ah

    2011-01-01

    This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with…

  3. Wii Social Skills Group and Inter-School Tournament

    OpenAIRE

    Julie Johnson; Juanita Germaine; Diana Maliszewski; Renee Keberer

    2011-01-01

    Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

  4. Wii Social Skills Group and Inter-School Tournament

    Directory of Open Access Journals (Sweden)

    Julie Johnson

    2011-12-01

    Full Text Available Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

  5. The Effect of Social Skills Training on Socialization Skills in Children with Down Syndrome

    Directory of Open Access Journals (Sweden)

    Hajar Barati

    2012-04-01

    Full Text Available Objectives: The development of social skills, especially skills in relating to peers, is an important capacity that provides the foundations for lifelong success. Some children with disabilities need to learn social skills more directly. The purpose of this study was to determine the effects of social skills training on socialization skills development in children with Down syndrome. Methods: This study was a semi-experimental conducted on thirty-seven student with Down syndrome, 8-12 years old with IQ 55–75. Subjects were divided randomly in two groups (n=18 and control group (n=19. Initially, each of the subjects was assessed by the list of social skills, and then social skill training was performed for 60 minutes, two times weekly, for two months in intervention group, and the socialization skills was evaluated after intervention and 2 months later in the two groups. Results: A significant (P<0.05 improvement in socialization skills was occurred. Follow-up study also showed, improvement of socialization skills were maintained 2 months after the end of training in intervention group (P<0.05. Discussion: It’s seems that training of social skills can improve the socialization skills of children with Down's syndrome.

  6. Enhancing social skills through cooperative learning

    Directory of Open Access Journals (Sweden)

    M J Booysen

    2008-04-01

    Full Text Available The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12 who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

  7. Use of Superheroes Social Skills with Middle School-Age Students with Autism Spectrum Disorder

    Science.gov (United States)

    Murphy, Ashley N.; Radley, Keith C.; Helbig, Kate A.

    2018-01-01

    The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for…

  8. Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders

    Science.gov (United States)

    Campbell, Gregory

    2008-01-01

    The purpose of this review is to describe important criteria used to evaluate the effectiveness of Social Skills Training Programs. The analysis defines social skills, discusses causes and effects of social skill deficits, and examines the research establishing criteria described by teachers, administrators, and students. The paper concludes with…

  9. Long-Term Treatment Outcomes for Parent-Assisted Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

    Science.gov (United States)

    Mandelberg, Josh; Laugeson, Elizabeth Ann; Cunningham, Tina D.; Ellingsen, Ruth; Bates, Shannon; Frankel, Fred

    2014-01-01

    Social deficits are a hallmark characteristic among adolescents with autism spectrum disorders (ASD), yet few evidence-based interventions exist aimed at improving social skills for this population, and none have examined the maintenance of treatment gains years after the intervention has ended. This study examines the durability of the Program…

  10. Addressing social skills deficits in adults with Williams syndrome.

    Science.gov (United States)

    Fisher, Marisa H; Morin, Lindsay

    2017-12-01

    Individuals with Williams syndrome (WS) are hypersocial; yet, they experience social difficulties and trouble with relationships. This report summarizes findings from three studies examining the social functioning of adults with WS and the feasibility of a social skills training program for adults with WS (SSTP-WS) through the examination of performance on initial lesson plans. Study 1: 114 parents of adults with WS completed the Social Responsiveness Scale-2. Study 2: 10 adults with WS and 12 of their parents participated in focus groups to further describe the deficits identified in Study 1 and to discuss a SSTP-WS. Study 3: 30 adults with WS were randomly assigned to 2 lessons on either conversations or relationships and pre-post change in social skills knowledge was assessed. Study 1 indicates adults with WS experience severe social impairments in social cognition, and mild-moderate impairments in social awareness and social communication. Qualitative results in Study 2 indicate a SSTP-WS should address conversation skills and relationships. In Study 3, participants showed gains in social skills knowledge following completion of lessons. A SSTP-WS may be beneficial for adults with WS. Future research should describe the social needs of individuals with WS at different ages and should further develop a SSTP-WS. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. GENDER DIFFERENCES IN SOCIAL SKILLS IN UNIVERSITY STUDENTS OF ARGENTINA

    Directory of Open Access Journals (Sweden)

    Matias García Terán

    2014-10-01

    Full Text Available Different authors claim that the differences found in the social skills repertoire of men and women could be explained by gender orientation. The purpose of this study is to determine if there are gender differences in social skills in university students from Córdoba (Argentina. The  Social Skills Questionnaire for College Students (SSQ-C (Morán, Olaz & Del Prette, in preparation was applied to a sample of 1076 university students of both sexes, aged between 18 and 25 years old, from 56 undergraduate programs  distributed on five public and private universities of the city of Córdoba, Argentina. A multivariate analysis of variance (MANOVA was conducted to analyze the existence of differences between men and women. We found differences in favour of men in social skills for affective and sexual approach, and in favour of women in conversational skills, refusal assertiveness and empathic skills and expression of positive feelings; there were no differences in social skills for academic and workplace settings. The results and their possible practical implications are discussed.

  12. Softball: Special Olympics Sports Skills Instructional Program.

    Science.gov (United States)

    Special Olympics, Inc., Washington, DC.

    One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

  13. The Secret Agent Society Social-Emotional Skills Program for Children with a High-Functioning Autism Spectrum Disorder: A Parent-Directed Trial

    Science.gov (United States)

    Sofronoff, Kate; Silva, Jenni; Beaumont, Renae

    2017-01-01

    This study evaluated a parent-delivered social and emotional skills intervention--the Secret Agent Society (SAS) for children with high-functioning autism spectrum disorders (HF-ASD). The study was a pre-post follow-up design with an 8-week baseline period and 6-week follow-up period. Participants were 38 parents and 41 children recruited from…

  14. Preventing adolescent pregnancy with social and cognitive skills.

    Science.gov (United States)

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

    1992-04-01

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

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

    Science.gov (United States)

    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…

  16. The Effectiveness of the Instructional Programs Based on Self-Management Strategies in Acquisition of Social Skills by the Children with Intellectual Disabilities

    Science.gov (United States)

    Avcioglu, Hasan

    2012-01-01

    The purpose of this study is to evaluate the effectiveness of self-management skills training program, based on self-control strategies, on students with intellectual disabilities. A multiple-probe design across subjects single-subject research methodology was used in this study. Nine students with intellectual disabilities, whose ages are between…

  17. Social Skills Training with Mildly Retarded Young Adults.

    Science.gov (United States)

    Meredith, R. L.; And Others

    1980-01-01

    Group behavioral social skills training was more effective than the control condition in increasing positive social behavior, attention to the transaction, and degree of empathy. It was also more effective in decreasing negative social skill behavior. (Author)

  18. School-Based Social Skills Training for Children with Autism Spectrum Disorder

    Science.gov (United States)

    Radley, Keith C.; McHugh, Melissa B.; Taber, Traci; Battaglia, Allison A.; Ford, W. Blake

    2017-01-01

    The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of…

  19. Teaching Social Interaction Skills in Social Studies Classroom and ...

    African Journals Online (AJOL)

    This study is a survey which was carried out with 110 sandwich students of university of Nigeria Nsukka. The focus was to ascertain the relevance of social studies programme of Nigerian universities in inculcating social interaction skills for maintaining peace and managing conflicts in the family. Four research questions ...

  20. Teaching Independent Community Social Skills to the Multihandicapped.

    Science.gov (United States)

    Beaulac, Pauline F.

    Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

  1. Application of Higher Diploma Program training skills

    African Journals Online (AJOL)

    RPO

    This article examines the application Higher Diploma training skills in classroom instruction as .... the intention of articulating the extent to which the ... graduates are applying HDP training skills ... HDP) to revisit their procedure, which result ..... not believe in the usefulness of the ... of this study perceived CPD as a program.

  2. Outdoor Leadership Skills: A Program Perspective

    Science.gov (United States)

    Shooter, Wynn; Sibthorp, Jim; Paisley, Karen

    2009-01-01

    Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills…

  3. Does Classmate Ability Influence Students' Social Skills?

    Science.gov (United States)

    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…

  4. Guatemala social marketing program.

    Science.gov (United States)

    1987-01-01

    The Guatemala Social Marketing Program reported 1986 increases after social marketing promotion in the sales of Panther and Scudo condoms, Perla oral contraceptives, and Lirio vaginal foaming tablets. Sale of Panther condoms was highest in February; all the other products peaked in June and July. Sales fell in December due to Christmas holidays. Sale patterns are illustrated graphically for all 4 products.

  5. The Role of Cognitive Factors in Childhood Social Anxiety: Social Threat Thoughts and Social Skills Perception.

    Science.gov (United States)

    van Niekerk, Rianne E; Klein, Anke M; Allart-van Dam, Esther; Hudson, Jennifer L; Rinck, Mike; Hutschemaekers, Giel J M; Becker, Eni S

    2017-01-01

    Models of cognitive processing in anxiety disorders state that socially anxious children display several distorted cognitive processes that maintain their anxiety. The present study investigated the role of social threat thoughts and social skills perception in relation to childhood trait and state social anxiety. In total, 141 children varying in their levels of social anxiety performed a short speech task in front of a camera and filled out self-reports about their trait social anxiety, state anxiety, social skills perception and social threat thoughts. Results showed that social threat thoughts mediated the relationship between trait social anxiety and state anxiety after the speech task, even when controlling for baseline state anxiety. Furthermore, we found that children with higher trait anxiety and more social threat thoughts had a lower perception of their social skills, but did not display a social skills deficit. These results provide evidence for the applicability of the cognitive social anxiety model to children.

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

    Science.gov (United States)

    Caemmerer, Jacqueline M; Keith, Timothy Z

    2015-08-01

    Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  7. Social skills training with early adolescents : Effects on social skills, well-being, self-esteem and coping

    NARCIS (Netherlands)

    Bijstra, J.O.; Jackson, A.E.

    1998-01-01

    This study discusses the educational effects of a social skills training on adolescents' social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-tear experiment - post-test design

  8. Social problem solving and social performance after a group social skills intervention for childhood brain tumor survivors.

    Science.gov (United States)

    Schulte, Fiona; Vannatta, Kathryn; Barrera, Maru

    2014-02-01

    The aim of this study was to explore the ability of a group social skills intervention program for childhood brain tumor survivors to effect two steps of the social information processing model: social problem solving and social performance. Participants were 15 survivors (eight men and seven women) aged 7-15 years. The intervention consisted of eight 2-h weekly sessions focused on social skills including friendship making. Social problem solving, using hypothetical scenarios, was assessed during sessions 1 and 8. Social performance was observed during intervention sessions 1, 4, and 8. Compared with session 1, significant increases were found in social performance: frequency of maintaining eye contact and social conversations with peers over the course of the intervention. No significant changes in social problem solving were noted. This pilot study is the first to report improvements related to group social skills intervention at the level of observed social performance over the course of intervention. The lack of change in social problem solving suggests that survivors may possess the social knowledge required for social situations but have difficulty enacting social behaviors. Copyright © 2013 John Wiley & Sons, Ltd.

  9. Persistence of elementary programming skills

    DEFF Research Database (Denmark)

    Bennedsen, Jens Benned; Caspersen, Michael E.

    2012-01-01

    Programming is recognised as one of seven grand challenges in computing education and attracts much attention in computing education research. Most research in the area concerns teaching methods, educational technology and student understanding/misconceptions. Typically, evaluation of learning...... outcome takes place during or immediately following the educational activity. In this research, we conduct a qualitative investigation of sustainability of programming competence by studying the effect of recalling programming competence long time after the educational activity has taken place. Our...

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

    Science.gov (United States)

    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…

  11. The Skills Enhancement Training Program. Performance Report.

    Science.gov (United States)

    Food and Beverage Workers Union, Local 32, Washington, DC.

    This report describes a joint labor-management workplace literacy program called SET (Skills Enhancement Training) that targeted the more than 2,000 unionized employees of food service contractors at U.S. government institutions in Washington, D.C. Nineteen classes were offered and a total of 191 people self-selected themselves into the program.…

  12. Social Skills Training for Young Adolescents.

    Science.gov (United States)

    Wise, Kathryn L.; And Others

    1991-01-01

    Six-session systematic assertiveness training program based on social cognitive theory and focusing on peer interactions and social responsibility was presented to 22 sixth graders. Compared to control group, students who received training performed significantly better on test of cognitive acquisition of the information at posttest and six-month…

  13. Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Morgan, Joseph John; Higgins, Kyle; Miller, Susan; Pierce, Thomas B.; Boone, Randall; Tandy, Richard

    2016-01-01

    Students with emotional and behavioral disorders (EBDs) often lack appropriate social skills. Participation in direct and explicit instruction related to social skills is common in their educational programming. For these interventions to be effective, it is important that students have the opportunity to apply them in the natural environment.…

  14. Depression in adolescence:testing a social skills deficit theory

    NARCIS (Netherlands)

    van Beek, Y.|info:eu-repo/dai/nl/107292300

    2017-01-01

    C145. DEPRESSION IN ADOLESCENCE:TESTING A SOCIAL SKILLS DEFICIT THEORYVan Beek, Y. Utrecht University, NetherlandsThe Social Skill Deficit Model for depression suggeststhat less optimal social skills lead to negativefeedback of others, which in turn results in negativeself-views and depression.

  15. Culturally Responsive Social Skill Instruction for Latino Male Students

    Science.gov (United States)

    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…

  16. Persistence of Elementary Programming Skills

    Science.gov (United States)

    Bennedsen, Jens; Caspersen, Michael E.

    2012-01-01

    Programming is recognised as one of seven grand challenges in computing education and attracts much attention in computing education research. Most research in the area concerns teaching methods, educational technology and student understanding/misconceptions. Typically, evaluation of learning outcome takes place during or immediately following…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  19. The Effects of a Social Skills Training Package on Social Engagement of Children with Autism Spectrum Disorders in a Generalized Recess Setting

    Science.gov (United States)

    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…

  20. Evaluation of a professional social skills program for unemployed people with physical disability Avaliação de um programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas

    Directory of Open Access Journals (Sweden)

    Camila de Sousa Pereira-Guizzo

    2012-01-01

    Full Text Available The literature on labor points out the importance of social skills for employability. This study analyses, on a multiple probe design with two separate groups, the efficiency and effectiveness of a Professional Social Skills Training Program designed for unemployed people with physical disabilities. The sample consisted of 16 people with physical disabilities, aged from 18 to 36, forming two intervention groups. They were assessed by quantitative and qualitative instruments. Results indicated gains in social skills after the intervention, maintenance of acquisitions in the follow-up and generalization of learned skills to the natural environment for both groups. Such results suggest benefits of the Program on the interpersonal and professional development of unemployed people with physical disability.A literatura sobre trabalho aponta a importância das habilidades sociais para a empregabilidade. Este estudo avalia, sob delineamento de grupo com sondagens múltiplas, a eficácia e efetividade de um Programa de Desenvolvimento de Habilidades Sociais para o Trabalho junto a pessoas com deficiência física desempregadas. Participaram 16 pessoas, com idade entre 18 e 36 anos, que formaram dois grupos de intervenção e foram avaliados por meio de instrumentos quantitativos e qualitativos. Os resultados indicaram ganhos de habilidades sociais após a intervenção, manutenção das aquisições nas avaliações de seguimento e generalização das habilidades aprendidas para o ambiente natural em ambos os grupos. Tais resultados sugerem os benefícios do Programa para o desenvolvimento interpessoal e profissional de pessoas com deficiência física desempregadas.

  1. Evaluation of a Soft Skills Training Program

    Science.gov (United States)

    Charoensap-Kelly, Piyawan; Broussard, Lauren; Lindsly, Mallory; Troy, Megan

    2016-01-01

    This study was conducted to determine the effectiveness of a soft skills employee training program. We examined willingness to learn and delivery methods (face-to-face vs. online) and their associations with the training outcomes in terms of learning and behavioral change. Results showed that neither participants' willingness to learn nor delivery…

  2. Social Skills Efficacy and Proactivity among Native American Adolescents

    Science.gov (United States)

    Turner, Sherri L.; Conkel, Julia L.; Reich, Allison N.; Trotter, Michelle J.; Siewart, Jason J.

    2006-01-01

    This article discusses Native American urban adolescents' construal of social skills, and relationships between these skills and proactivity behaviors as identified in the Integrative Contextual Model of Career Development (Lapan, 2004). Recommendations that build upon the social skills strengths of Native American young people are included.…

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

    Science.gov (United States)

    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. Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners’ Social Skills

    Science.gov (United States)

    Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis

    2017-01-01

    There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children’s developing social skills when designing targeted intervention programs to prepare children for kindergarten. PMID:28804528

  5. Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners' Social Skills.

    Science.gov (United States)

    Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis

    2016-01-01

    There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children's developing social skills when designing targeted intervention programs to prepare children for kindergarten.

  6. Shyness Clinic: A Social Development Program for Adolescents and Young Adults.

    Science.gov (United States)

    Barrow, John; Hayashi, Judy

    1980-01-01

    Shyness clinic groups were offered in a university counseling center. The program focused on anxiety management, assertiveness in social relationships, and development of conversational skills. Participants improved in social skills and ability to manage anxiety. (Author)

  7. Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

    Science.gov (United States)

    Comings, John P.; Strucker, John; Bell, Brenda

    2017-01-01

    This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…

  8. Social skills knowledge and performance among adolescents with bipolar disorder.

    Science.gov (United States)

    Goldstein, Tina R; Miklowitz, David J; Mullen, Kimberley L

    2006-08-01

    This study investigated social skills deficits among adolescents with bipolar disorder. Adolescents with DMS-IV bipolar disorder (n = 18) and their parents completed social skills assessments when they were experiencing minimal mood symptoms. The control group (n = 18) consisted of adolescents with no history of psychiatric disorders. Participants and their parents rated the adolescents' social performance using the Matson Evaluation of Social Skills with Youngsters. We measured the adolescents' knowledge of appropriate social skills using the Interpersonal Negotiation Strategy Interview. Raters 'blind' to psychiatric status rated the adolescents' responses and their social interactions with an examiner during the assessment. Adolescents with bipolar disorder displayed significantly more social skills performance deficits than controls. No significant differences emerged between the groups in social skills knowledge. Ratings of social interactions with the examiner failed to distinguish bipolar from control teens, but raters were successful in guessing the psychiatric status of the participants. These findings indicate that bipolar adolescents lag behind their peers in social skills performance, but not social skills knowledge. Results support the hypothesis that difficulties with emotion regulation interfere with the consistent exhibition of appropriate social behaviors.

  9. Teaching social skills in the language classroom | Venter | Journal ...

    African Journals Online (AJOL)

    Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...

  10. Yes, Michael: Reflections on How Inclusion Can Build Social Skills.

    Science.gov (United States)

    Anderson, Genan T.

    2003-01-01

    Describes a teacher's and preschool students' experiences with the classroom inclusion of an autistic child. Specifically addresses: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special…

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

    OpenAIRE

    Julian, Megan M.; McCall, Robert B.

    2015-01-01

    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; ...

  12. A self-help problem-solving video for parents and teens : social validity and generalization of acquired skills

    OpenAIRE

    Hook, Richard J.

    1993-01-01

    A self-administered problem-solving skill training video for nonclinical families with teens is evaluated. The study focuses on the generalization of skills to naturalistic family conversations and the program's social validity: potential iatrogenic aggravation of family problems, perceived effectiveness, and program enjoyment. Seventy families with young teens were randomly assigned to two treatment groups. One group (skill) viewed a skill training program that included information about ...

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

    Science.gov (United States)

    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…

  14. Efficacy of Social Skills Training in Schizophrenia: A Nursing Review

    LENUS (Irish Health Repository)

    Yadav, B L

    2015-04-07

    Social skills training, a psychological approach, is used to ameliorate the deficits in social skills among patients with a severe mental illness. For the efficacy of social skills training in schizophrenia, the literature in other core psychiatric disciplines (i.e. psychology, psychiatry, etc) indicates some conflicting evidences and a limited quality of evidence in psychiatric nursing. With the exemption of a few individual nursing studies, no systematic review is available to date in psychiatric nursing literature. This systematic review of literature was undertaken to explore the efficacy of social skills training in schizophrenia.

  15. 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

    Science.gov (United States)

    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 Programme…

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

    OpenAIRE

    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 & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported...

  17. Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits

    Science.gov (United States)

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

    2017-01-01

    The current study evaluated the effects of the "Superheroes Social Skills" program (Jenson et al. 2011) in promoting accurate demonstration of target social skills in training and generalization conditions in young children with autism spectrum disorder (ASD) and peers with shared social deficits. Three preschool-age children with ASD…

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

    Science.gov (United States)

    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…

  19. Factor structure of essential social skills to be salespersons in retail market: implications for psychiatric rehabilitation.

    Science.gov (United States)

    Cheung, Leo C C; Tsang, Hector W H

    2005-12-01

    This study continued the effort to apply social skills training to increase vocational outcomes of people with severe mental illness. We planned to identify factor structure of essential social skills necessary for mental health consumers who have a vocational preference to work as salesperson in retail market. Exploratory factor analysis of the results of a 26-item questionnaire survey suggested a five-factor solution: social skills when interacting with customers, problem-solving skills, knowledge and attitudes, flexibility, and skills for conflict prevention, which accounted for 65.1% of the total variance. With the factor solution, we developed a job-specific social skills training program (JSST) to help consumers who want to be salespersons. The structure and session design followed the basic format of a typical social skills training program. The way this JSST is to be used with the work-related social skills training model previously developed by the corresponding author to produce better vocational outcomes of consumers is suggested.

  20. Skills for social and academic success: a school-based intervention for social anxiety disorder in adolescents.

    Science.gov (United States)

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

    2004-12-01

    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. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child's anxiety. Initial findings regarding the program's effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.

  1. Learning disabilities and social problem solving skills

    Directory of Open Access Journals (Sweden)

    Pina Filippello

    2013-09-01

    Full Text Available Normal 0 14 false false false MicrosoftInternetExplorer4 Recent studies showed that children with learning disabilities present significant difficulties in learning as well as in social skills (Siperstein, 2009.Therefore, it was observed how it is difficult for these children to establish adequate relationships, especially to advise coping strategies to face interpersonal conflicts (Oliva & LaGreca, 1988. Accordingly to this argument and with reference to Agaliotis e Kalyva (2004, 2009, this study examines the preferences for strategies to solve an hypothetical conflict on a sample of children with LD in comparison to typical developing peers. They used the method of social story to conduct this research. In fact, researchers asked to the children, after they have listened a short story describing an interpersonal conflict interaction between adult and peers,  which strategies they would have chosen if they were in the same situation and the strategies that would be most appropriate to resolve a conflict. Results obtained from the experiment corroborated literature data and demonstrated that children with LD, in comparison to typical developing peers, use and prefer dysfunctional coping strategies, aggressive or passive, also in relation to the partner interaction (adult or peers to face interpersonal conflict.

  2. Peer perceptions of social skills in socially anxious and nonanxious adolescents.

    Science.gov (United States)

    Miers, Anne C; Blöte, 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 speech. Unfamiliar peer observers (12-17 years old) viewed the speech samples and rated four social skills: speech content, facial expressions, posture and body movement, and way of speaking. Peer observers perceived high socially anxious adolescents as significantly poorer than low socially anxious adolescents on all four social skills. Moreover, for all skills except facial expressions, group differences could not be attributed to adolescents' self-reported level of depression. We suggest that therapists take the perceptions of same age peers into account when assessing the social skills of socially anxious youth.

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

    Science.gov (United States)

    Usakli, Hakan

    2009-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    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 & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. PMID:26077952

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

    Science.gov (United States)

    Julian, Megan M; McCall, Robert B

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

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

    Science.gov (United States)

    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…

  8. Perfecting social skills a guide to interpersonal behavior development

    CERN Document Server

    Eisler, Richard M

    1980-01-01

    That man is a social being is almost axiomatic. Our interpersonal relation­ ships can be sources of the most rewarding or the most painful of human experiences. To a large measure our accomplishments in life depend on the facility with which we interact with others-our social skill. The acquisition of social skills is, of course, a natural part of the overall socialization process. However, in many instances it becomes necessary or desirable to develop further an individual's social facilities. Such skill development is the topic of this book. Two major goals were kept in mind in the writing of this book. The first was to provide a conceptual framework within which to view social skills. Such a framework allows one to understand why it is important to develop social skills, and the effects that such skill development should have. If the reader has a thorough understanding of the concept of social skills and their development, it becomes possible to make appropriate innovations and adaptions to his or her own...

  9. Randomized Controlled Trial: Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    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…

  10. The Effectiveness of Art Therapy for Teaching Social Skills to Children with Autism Spectrum Disorder

    Science.gov (United States)

    D'Amico, Miranda; Lalonde, Corinne

    2017-01-01

    The purpose of this quasi-experimental research study was to evaluate the effectiveness of art therapy for teaching social skills to children with autism spectrum disorder (ASD). The program we tested was structured to provide a therapeutic setting for children to discuss difficulties they experience in their social interactions, and give them…

  11. Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents

    Science.gov (United States)

    Whetstone, Patti J.; Gillmor, Susan C.; Schuster, Jonathan G.

    2015-01-01

    Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their…

  12. School-Based Social Skills Training for Preschool-Age Children with Autism Spectrum Disorder

    Science.gov (United States)

    Radley, Keith C.; Hanglein, Jeanine; Arak, Marisa

    2016-01-01

    Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder--particularly interventions capable of being…

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

    Science.gov (United States)

    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…

  14. Arts-based social skills interventions for adolescents with acquired brain injuries: five case reports.

    Science.gov (United States)

    Agnihotri, Sabrina; Gray, Julia; Colantonio, Angela; Polatajko, Helene; Cameron, Deb; Wiseman-Hakes, Catherine; Rumney, Peter; Keightley, Michelle

    2014-02-01

    Previous research has demonstrated the value of arts-based programs for adolescents with childhood brain disorder to facilitate social skills and participation. The current study extends this work by examining the feasibility and effectiveness of an arts-based intervention for youth with acquired brain injuries (ABI). A case study approach was used with four adolescent participants and one case control. A battery of quantitative measures were administered four and one week pre-intervention, one week post-intervention, as well six to eight month post-intervention. Improvements in pragmatic communication skills and social and participation goals were observed across intervention participants. Similar improvements were not seen with the case control participant. Results support the use of an arts-based intervention for youth with ABI to facilitate social skills and participation. Findings also highlight the need for more sensitive measures of these skills for these youth. Suggested guidelines for program implementation are provided.

  15. Development and evaluation of a learner-centered educational summer camp program on soft skills for baccalaureate nursing students.

    Science.gov (United States)

    Lau, Ying; Wang, Wenru

    2014-01-01

    The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.

  16. PENGEMBANGAN MODEL PENDIDIKAN SOFT SKILL MELALUI PEMBELAJARAN PADA PROGRAM STUDI PENDIDIKAN TEKNIK MESIN FT UM

    Directory of Open Access Journals (Sweden)

    Dwi Agus Sudjimat

    2012-08-01

    Full Text Available The purpose of this research was to develop the soft skill education model at the Mechanical Engineering Education Study Program, State University of Malang included the curriculum and its implementation on the instructional activities. The research found that: (1 the soft skill curriculum needed by the Mechanical Engi­neering Education Study Program consists of fundamental skill, personal skill, and social skill; and (2 for implementing the soft skill curriculum entire the instructional activities strive for each lecture to take one or more soft skills statement for development, using the various strategies/methods of teaching refer to student-centered, giving tasks, and introducing the HES (Health and Environment Safety particularly in the practicum activities. Tujuan penelitian ini adalah untuk mengembangkan model pendidikan soft skill pada Program Studi Teknik Mesin Universitas Negeri Malang termasuk kuriku­lum dan implementasinya dalam kegiatan pembelajaran. Temuan penelitian ini adalah: (1 kurikulum soft skill yang diperlukan oleh Program Studi Teknik Mesin terdiri dari keterampilan dasar, keterampilan pribadi, dan keterampilan sosial, dan (2 menerap­kan kurikulum soft skill dalam pembelajaran pada masing-masing dasar, mengambil satu atau lebih soft skill untuk dikembangkan, menggunakan berbagai strategi/metode pengajaran berpusat pada mahasiswa, memberikan tugas, dan memperkenalkan K3 (Kesehatan dan Keselamatan Kerja, terutama dalam kegiatan praktikum.

  17. Will Welfare Reform Hurt Low-Skilled Workers? Discussion Papers. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies.

    Science.gov (United States)

    Enchautegui, Maria E.

    The entry of working welfare mothers into the labor market will have an impact on the wages and employment of low-skilled workers. This impact was examined through a labor market analysis of available statistical data about the U.S. population and employment patterns. The characteristics of workers likely to enter the labor market because of…

  18. GENDER DIFFERENCES IN SOCIAL SKILLS IN UNIVERSITY STUDENTS OF ARGENTINA

    OpenAIRE

    Matias García Terán; Gabriela A Cabanillas; Valeria E Morán; Fabián O Olaz

    2014-01-01

    Different authors claim that the differences found in the social skills repertoire of men and women could be explained by gender orientation. The purpose of this study is to determine if there are gender differences in social skills in university students from Córdoba (Argentina). The  Social Skills Questionnaire for College Students (SSQ-C) (Morán, Olaz & Del Prette, in preparation) was applied to a sample of 1076 university students of both sexes, aged between 18 and 25 years old, from 56 u...

  19. Social media use profile, social skills, and nurse-patient interaction among Registered Nurses in tertiary hospitals: A structural equation model analysis.

    Science.gov (United States)

    Mariano, Micah Celine O; Maniego, John Christian M; Manila, Hariette Lou Marie D; Mapanoo, Ram Cedrick C; Maquiran, Kerwin Miguel A; Macindo, John Rey B; Tejero, Lourdes Marie S; Torres, Gian Carlo S

    2018-04-01

    Social media has become increasingly important over the past decades and has been integrated in various environments, including the healthcare setting. Yet, the influence of social media use on the social skills and nurse-patient interaction of nurses is an area in nursing that requires further studies. This study determined the interrelationships among social media use profile, social skills, and nurse-patient interaction of Registered Nurses in tertiary hospitals. Employing structural equation modeling, a descriptive-correlational study was conducted among 212 consecutively-selected nurses from two tertiary hospitals. Consenting respondents completed a two-part survey composed of the respondent profile sheet and the Social Skills Inventory. The respondent profile sheet assessed demographic profile and social media use profile in terms of the mode, frequency, and duration of utilization. Three trained team members observed each nurse-patient dyad and completed the Nurse-Patient Bonding Instrument. A good fit model illustrated the negative effects of frequent social media use to patient openness (β = -0.18, p social media on a daily basis, however, positively affected both dimensions of social skills. Accessing social media platforms using non-handheld devices showed the most influential positive effects to social skills and nurse-patient interaction. Additionally, although verbal social skills positively affected most dimensions of nurse-patient interaction, non-verbal social skills negatively influenced patient engagement (β = -0.19, p = 0.019) and nurse openness (β = -0.38, p ≤ 0.05). The structural model illustrates the effects of using social media on the social skills and nurse-patient interaction of nurses and emphasizes the need for implementing institutional policies on the judicious use and application of social media in the workplace. Further, social skills development programs geared toward having a balanced social skill must

  20. Social skills treatment for people with severe, chronic acquired brain injuries: a multicenter trial.

    Science.gov (United States)

    McDonald, Skye; Tate, Robyn; Togher, Leanne; Bornhofen, Cristina; Long, Esther; Gertler, Paul; Bowen, Rebecca

    2008-09-01

    To determine whether social skills deficits including unskilled, inappropriate behavior, problems reading social cues (social perception), and mood disturbances (such as depression and anxiety) could be remediated after severe traumatic brain injuries. Randomized controlled trial comparing a social skills program with social activity alone or with waitlist control. Several participants were reassigned after randomization. Hospital outpatient and community facilities. Fifty-one outpatients from 3 brain injury units in Sydney, Australia, with severe, chronic acquired brain injuries were recruited. A total of 39 people (13 in skills training, 13 in social activity, 13 in waitlist) completed all phases of the study. Twelve-week social skills treatment program encompassing weekly 3-hour group sessions focused on shaping social behavior and remediating social perception and 1-hour individual sessions to address psychologic issues with mood, self-esteem, etc. Primary outcomes were: (1) social behavior during encounters with a confederate as rated on the Behaviorally Referenced Rating System of Intermediary Social Skills-Revised (BRISS-R), (2) social perception as measured by The Awareness of Social Inference Test, and (3) depression and anxiety as measured by the Depression, Anxiety and Stress Scale. Secondary outcomes were: relative report on social behavior and participation using: the Katz Adjustment Scale-R1; the Social Performance Survey Schedule; the La Trobe Communication Questionnaire; and the Sydney Psychosocial Reintegration Scale (both relative and self-report). Repeated-measures analysis of variance indicated that social activity alone did not lead to improved performance relative to waitlist (placebo effect) on any outcome variable. On the other hand, the skills training group improved differentially on the Partner Directed Behavior Scale of the BRISS-R, specifically the self-centered behavior and partner involvement behavior subscales. No treatment effects

  1. Social skills and psychopathic traits in maltreated adolescents.

    Science.gov (United States)

    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.

  2. Social skills, friendship and happiness: a cross-cultural investigation.

    Science.gov (United States)

    Demir, Melikşah; Jaafar, Jas; Bilyk, Nicholas; Ariff, Mohammad Raduan Mohd

    2012-01-01

    The present study investigated the associations between social skills, friendship quality, and happiness, and tested a mediational model positing that friendship quality would mediate the relationship between social skills and happiness among American and Malaysian college students. Although American students reported significantly higher levels of psychosocial well-being than Malaysian students, the study variables were positively associated with each other in both cultures. More importantly, findings supported the proposed model in both groups. Results suggest that part of the reason why social skills are associated with positive psychological well-being is because of friendship experiences. Overall, the findings of the present study reinforce, extend and cross-culturally generalize the presumed benefits of social skills in positive well-being elaborated by Segrin and Taylor (2007). The authors also provided suggestions for future research.

  3. Social skills and loneliness in junior high school students

    OpenAIRE

    Kanayama, Motoharu; Ono, Masahiko; Ohashi, Tsutomu; Tsujimoto, Yuichi; Oi, Shizuyo; Matsui, Kayoko; Tsujimoto, Ikuhiro; Yoshida, Hatsuko

    2003-01-01

    The purposes of this study were to examine the relationship between social skills and loneliness, and to contribute to prevention and intervention of loneliness in junior high school students. Questionnaires were administered to 83 students (45 males and 38 females). Correlation analysis showed that loneliness score was negatively related to the scores of peer reinforcement, social initiation, conflict resolution and assertion skills, and also positively related to the score of withdrawal beh...

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

    Science.gov (United States)

    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.

  5. Adolescents' Social Skills in Friendship : The influence of sibling relationship

    OpenAIRE

    藤田, 文; Aya, Fujita

    1998-01-01

    The purpose of this study was to investigate the influence of the sibling relationship on the adolescents' social skills in friendship. One hundred and seventy-seven undergraduate students were asked to complete a questionnaire regarding their sibling relationship and their social skills in friendship. Their sibling relationship was categorized eight types; close, intimate, hostile, dominate, intimate-hostile, intimate-dominate, hostile-dominate, separate. The result showed that the students ...

  6. Social skills of persons with self-defeating personality.

    Science.gov (United States)

    Schill, T

    1995-10-01

    55 undergraduate men and 55 women took Schill's 1990 Self-defeating Personality Scale and Lorr, Youniss, and Stefic's (1991) multidimensional Social Relations Survey. As expected, persons who endorsed more self-defeating characteristics scored lower on scales which make up the Social Skills or Assertiveness Factor. However, these scores did not have significant correlations with the Empathy or Social Approval Need Scales; two of the three scales which make up the Empathy Factor. The results were discussed in terms of prior work relating deficits in social skills to dysfunctional early parenting.

  7. Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

    Directory of Open Access Journals (Sweden)

    Louise B. Glenthøj

    2016-09-01

    Conclusion: Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

  8. Symposium on The Analysis of Social Skill

    CERN Document Server

    Spurgeon, P; Stammers, R

    1980-01-01

    This is the book of a conference held at Leuven, Belgium from June 5-9 1979 under the same title. The conference was sponsored by the Scientific Affairs Division of the North Atlantic Treaty Organisation, Brussels. We would like to thank Dr. Bayraktar of NATO for his part in facilitating the organisation and support of the conference. We are also indebted to the authorities of the University of Leuven who provided excellent facilities and particularly to Professor Verhaegen of the Department of Psychology who acted as academic host to our conference. The aim of the conference was to bring together two groups of psychologists who have been developing in parallel their particular methods of studying and describing human behaviour. The skill psychologists began with the study of motor skills which are relatively easily observable in real jobs and recordable in the laboratory. More recently interests have shifted from motor skills through perceptual skills to the process skills where the operator is attending to ...

  9. Personality and social skills in human-dog interaction

    DEFF Research Database (Denmark)

    Meyer, Iben Helene Coakley

    developing a social tool set that makes it very successful in interacting and communicating with humans. Human evolution has similarly resulted in the development of complex social cognition in humans. This enables humans to form bonded relationships, besides pair-bonding, and it seems that humans are also...... of this thesis was to attain a better understanding of some of the factors related to the inter-action between humans and dogs. This aim was addressed by focusing on dog personality and hu-man social skills in relation to human-dog interaction. Two studies investigated dog personality and how it a) affects...... the relationship with the owner, and b) is affected by human breeding goals. Two studies investigated how human social skills affect the communication and interaction between hu-man and dog. As part of these studies it was also investigated how experience with dogs interacts with human social skills, perception...

  10. EDUCATIONAL PROGRAM FOR SUPPORTING MOTOR AND SOCIAL COMPETENCE OF PRESCHOOLERS

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Satisfying the need of physical activity of children and promoting their social skills beginning from early childhood have importance by reason of providing a basis for following years. In this study, establishing process of the training program within the scope of “ Examination the Effects of Physical Education and Sports Activities to the Basic Psychomotor skills and Social Skills for Preschool Children ” named project supported by Karabuk University Coordinatorship of Scientific Research Projects has been mentioned. The training program has been intended to promote the motor and social competence of the children aged 48 months and older. In the study it has been given wide publicity to the stages of literature review, educational attainments and indicators fit for purpose, and taking an expert’s opinion. Commentary on practicing the training program integrated with preschool education program and their importances have been discussed.

  11. Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills Program for Adults on the Autism Spectrum: Results of Initial Study

    Science.gov (United States)

    Baker-Ericzén, Mary J.; Fitch, Meghan A.; Kinnear, Mikaela; Jenkins, Melissa M.; Twamley, Elizabeth W.; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J.; Winner, Michelle G.; Leon, Juan

    2018-01-01

    The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of…

  12. Personal Skills. Facilitator's Skill Packets 1-7. Social Skills Training.

    Science.gov (United States)

    Model Classrooms, Bellevue, WA.

    This document contains the following seven facilitators' skill packets on personal skills: (1) personal hygiene; (2) personal appearance; (3) locker hygiene; (4) dorm cleanliness; (5) punctuality and attendance; (6) responding to supervision; and (7) teamwork. Each packet contains the following sections: definition of personal skills; objective;…

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Teaching Social Skills and Assertiveness to Students with Disabilities

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  16. The Predictors of Graduation: Social Skills, Mental Health, Academic Characteristics

    Directory of Open Access Journals (Sweden)

    Alessandra Salina Brandão

    Full Text Available Abstract: Not completing the undergraduate course in the time expected in the curricula can put the universities and students at a disadvantage, with a delay to enter the labor market. The aim was to identify predictors of graduation, considering social skills, mental health, initial academic performance and socio-demographic and academic characteristics. In total, 287 students participated, of both genders and fromthe humanities, exact and biological areas, who answered the instruments: Social Skills, Behaviors and Context Assessment Questionnaire for University Students, Short version of the Social Phobia Inventory, Beck Depression Inventory, and Structured Clinical Interview for DSM-IV. Predictors were: female, humanities area and average or above-average initial academic performance. The social skills and mental health differentiated the groups in the univariate analyses. This data suggests a need for attention to academic performance in the initial stages of the course, and preventive measures for male students of the exact and biological areas.

  17. The assessment of social skills deficits in the elderly.

    Science.gov (United States)

    Furnham, A; Pendleton, D

    1983-01-01

    This paper tested the hypothesis that a sample of elderly people compared to a matched sample of younger people reports an increase in difficulty and social anxiety in dealing with a wide range of everyday social situations. The literature on assertiveness and social skills training with the elderly was first reviewed. Then an assertiveness and social difficulty scale was administered to a group of eighty participants divided by age and sex. It was found that older people experienced less discomfort in situations requiring assertiveness, yet were less likely to respond assertively. Older people reported higher incidence of social anxiety across forty everyday situations. In general females reported more difficulty than males, though there were no interaction effects. The results are discussed in terms of the assessment and training of social skills in the elderly.

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  1. Foundation Skills for Scientists: An Evolving Program

    Directory of Open Access Journals (Sweden)

    Elaine Khoo

    2010-06-01

    Full Text Available We have undertaken an integrated and collaborative approach to developing foundational skills of students in a first year, Introductory Biology course. The course is a large lecture and laboratory course with enrollments ranging from 800-1000 per year. Teaching and Learning experts were brought into the course as weekly ‘Foundation Skills for Scientists’ sessions were created. The initial challenges were to have effective knowledge exchange between collaborators and create an integrated course syllabus. Once effective sessions were created, the next challenge was to improve student valuation of them. High value was only achieved when the skill sessions were tightly linked to course assignments and activities and was delivered ‘just in time’. Even then, the challenge has been to motivate students to realize that the sessions are directly relevant to them. Overall, student performance has improved since the program was initiated as measured by rate of retention in the course, overall course marks and quality of writing.Nous avons utilisé une approche intégrée et collaborative pour approfondir les compétences de base des étudiants de première année qui suivent un cours d’introduction à la biologie. Il s’agit d’un cours magistral et en laboratoire, auquel s’inscrivent entre 800 et 1000 étudiants par an. Ce cours a bénéficié de l’apport d’experts en enseignement et en apprentissage afin d’appuyer le développement de séances hebdomadaires portant sur les compétences de base en sciences. Les difficultés initiales étaient de susciter un échange de connaissances efficace entre les collaborateurs et de créer un plan de cours intégré. Une fois les séances organisées, la difficulté suivante a été de faire en sorte que les étudiants les apprécient davantage. Ces derniers les ont jugées très utiles uniquement lorsqu’elles étaient étroitement liées aux tâches et aux

  2. ScottishPower learning's school-to-work education and training programs[Empowering socially excluded youth and building future managers' leadership, communication and social skills

    Energy Technology Data Exchange (ETDEWEB)

    Kitagawa, K.; Watt, D.; Yachnin, R.

    2001-08-01

    Serving approximately 7 million homes and businesses across the United Kingdom and the northwest United States, ScottishPower and its subsidiaries are one of the 12 largest electricity groups in the world. Following deregulation in the electricity industry in the United Kingdom in 1990, ScottishPower found it had to change quickly to capture emerging opportunities. It recognized the need to support employee development and set up an Open Learning Centre to be used by staff for their own personal development. Investment was made in occupational health and wellness services. The following three-step training process was established for ScottishPower: (1) conduct employability assessments; (2) design and deliver a learning activity so that the individual will be successful in the workplace; and (3) engage learners. ScottishPower has implemented several training programs to empower employees, their families and their communities: education transition programs for 15-18 year olds; pre-vocational training for 16-25 year olds; and, vocational training for 16-25 year olds. The keys to success include people, processes, infrastructure, resources committed, challenges, and innovation. In cooperation with trade unions, government bodies, economic development agencies and education and training agencies, ScottishPower has developed a wide spectrum of training and development programs aimed at unemployed young people in socially deprived areas of the United Kingdom.

  3. Emotion discourse, social cognition, and social skills in children with and without developmental delays.

    Science.gov (United States)

    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) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  4. Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

    Science.gov (United States)

    O'Handley, Roderick D.; Radley, Keith C.; Cavell, Hannah J.

    2016-01-01

    The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were…

  5. Two Birds with One Social Policy Stone: Youth Employment and Regional Skills Shortages in Australia

    Science.gov (United States)

    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"…

  6. Avatar Assistant: Improving Social Skills in Students with an ASD through a Computer-Based Intervention

    Science.gov (United States)

    Hopkins, Ingrid Maria; Gower, Michael W.; Perez, Trista A.; Smith, Dana S.; Amthor, Franklin R.; Wimsatt, F. Casey; Biasini, Fred J.

    2011-01-01

    This study assessed the efficacy of "FaceSay," a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze,…

  7. Music therapy: An effective approach in improving social skills of children with autism.

    Science.gov (United States)

    Ghasemtabar, Seyyed Nabiollah; Hosseini, Mahbubeh; Fayyaz, Irandokht; Arab, Saeid; Naghashian, Hamed; Poudineh, Zahra

    2015-01-01

    The existing methodological weakness in conducted researches concerning music therapy (MT) for children with autism led to ambiguity and confusion in this scope of studies. The aim of the present research is to identify the effectiveness of MT method in improving social skills of children with autism and its stability, as well. In the form of a clinical trial study with design of pretest/posttest/follow-up with control group, among the children with autism in community of Tehran city, on the basis of childhood autism rating scale, 27 children with mild to moderate autism were chosen and were divided into two groups of experiment (n = 13), and control (n = 14). Social skills' level of both groups was measured and recorded with the help of social skills rating system scale. The children of the experiment group participated in MT programs of Orff-Schulwerk for 45 days in 12 sessions (two sessions of 1-h/week), whereas the control group received no intervention. The data were analyzed with Statistic Package For Social Science (SPSS) software t-test and analysis of covariance was used to compare groups. In posttest, the results of covariance analysis showed a significant increase in social skills' scores of the experiment group (P social skills of children with autism.

  8. Professional skills training proposal for professors of health programs

    Directory of Open Access Journals (Sweden)

    Mauricio Alberto Ángel-Macías

    2017-10-01

    Conclusions: This study shows the urgent need for creating training spaces in pedagogy, didactics and evaluation. In consequence, a model that includes cognitive, methodological, social and personal skills is proposed.

  9. Do parents' social skills influence their chidren's sociability?

    OpenAIRE

    Okumura, Tsunao; Usui, Emiko

    2010-01-01

    This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' sociability skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but remai...

  10. Do Parents' Social Skills Influence Their Children's Sociability?

    OpenAIRE

    Okumura, Tsunao; Usui, Emiko

    2010-01-01

    This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' "sociability" skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but rem...

  11. Social skills of adolescents: convergent validity between IHSA-Del-Prette and MESSY

    OpenAIRE

    Del Prette,Zilda Aparecida Pereira; Teodoro,Maycoln; Del Prette,Almir

    2014-01-01

    This research investigates the evidence demonstrating the reliability and convergent validity between the Social Skills Inventory for Adolescents and the Matson Evaluation of Social Skills with Youngsters in two groups: the first with 136 adolescents from a public school (89 females and 47 males, with ages ranging from 12 to 17 years, 13.98 ± 1.24 years); the second with 24 adolescents from a socio-educational program (ages ranging from 13 to 17 years, 15.64 ± 1.18 years). The results showed ...

  12. Measuring Science Inquiry Skills in Youth Development Programs: The Science Process Skills Inventory

    Directory of Open Access Journals (Sweden)

    Mary E. Arnold

    2013-03-01

    Full Text Available In recent years there has been an increased emphasis on science learning in 4-H and other youth development programs. In an effort to increase science capacity in youth, it is easy to focus only on developing the concrete skills and knowledge that a trained scientist must possess. However, when science learning is presented in a youth-development setting, the context of the program also matters. This paper reports the development and testing of the Science Process Skills Inventory (SPSI and its usefulness for measuring science inquiry skill development in youth development science programs. The results of the psychometric testing of the SPSI indicated the instrument is reliable and measures a cohesive construct called science process skills, as reflected in the 11 items that make up this group of skills. The 11 items themselves are based on the cycle of science inquiry, and represent the important steps of the complete inquiry process.

  13. Randomized Controlled Trial: Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder

    OpenAIRE

    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 (RCT) evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30 adolescents with ASD and anxiety symptoms of moderate or greater severity. The treatment was acceptable to families, subject adherence was hig...

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

    Science.gov (United States)

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

    2013-01-01

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

  15. Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

    Science.gov (United States)

    Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

    2007-07-01

    In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

  16. Teaching a Model of Social Skills Training to Child Care Workers at a Group Home for Adolescents, for Improvement of Treatment Planning.

    Science.gov (United States)

    Gramling, Lyle T.

    This practicum study implemented a training program in the teaching of social skills for 4 child care workers at a group home for 12 adolescents having moderate to severe emotional and behavioral problems. The inservice training program involved teaching concepts, techniques, and social skills terminology during the first four sessions, with…

  17. Identification of Essential Food Skills for Skill-Based Healthful Eating Programs in Secondary Schools

    Science.gov (United States)

    Fordyce-Voorham, Sandra

    2011-01-01

    Objective: To identify the food skills deemed essential to include in skill-based healthful eating programs in secondary schools. Methods: Fifty-one food experts including home economics educators, chefs, nutritionists and dietitians, community educators, homemakers, and young people were recruited by invitation, mail, and advertising. Data were…

  18. The Focus of Intervention for Adolescent Social Anxiety: Communication Skills or Self-Esteem

    Science.gov (United States)

    Bowles, Terence V.

    2017-01-01

    Social skills training is a long-standing intervention for adolescents with social anxiety, while self-esteem is often ignored. However, there is little evidence suggesting that those with social anxiety require social skills training or interventions associated with self-esteem. The aim of the research was to investigate whether social skills and…

  19. A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders

    Science.gov (United States)

    Schohl, Kirsten A.; Van Hecke, Amy V.; Carson, Audrey Meyer; Dolan, Bridget; Karst, Jeffrey; Stevens, Sheryl

    2014-01-01

    This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to…

  20. Social conversational skills development in early implanted children.

    Science.gov (United States)

    Guerzoni, Letizia; Murri, Alessandra; Fabrizi, Enrico; Nicastri, Maria; Mancini, Patrizia; Cuda, Domenico

    2016-09-01

    Social conversational skills are a salient aspect of early pragmatic development in young children. These skills include two different abilities, assertiveness and responsiveness. This study investigated the development of these abilities in early implanted children and their relationships with lexical development and some language-sensitive variables. Prospective, observational, nonrandomized study. Participants included 28 children with congenital profound sensorineural hearing loss. The mean age at device activation was 13.3 months (standard deviation [SD] ±4.2). The Social-Conversational Skills Rating Scale was used to evaluate assertiveness and responsiveness. The MacArthur-Bates Communicative Development Inventory (Words and Sentences form) was used to analyze the lexical development. The device experience was 12 months for each child, and the mean age at testing was 25.9 months (SD ±4.6). Assertiveness and responsiveness scores were within the normal range of normal-hearing age-matched peers. Age at cochlear implant activation exerted a significant impact, with the highest scores associated to the youngest patients. The residual correlations between assertiveness and responsiveness with the lexical development were positive and strongly significant (r = 0.69 and 0.73, respectively). Preoperative hearing threshold demonstrated an associated significant coefficient on the assertiveness score. Age at diagnosis and maternal education level were not correlated with the social conversational skills. Early-implanted children developed social conversational skills that are similar to normal-hearing peers matched for age 1 year after device activation. Social conversational skills and lexical development were strongly correlated, but the present study design cannot specify the direction of this relationship. Children with better preoperative residual hearing exhibited better assertive ability. 4 Laryngoscope, 126:2098-2105, 2016. © 2015 The American Laryngological

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

    Science.gov (United States)

    La Marca, Marilyn Tierney

    A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

  5. Cognitive functioning and social problem-solving skills in schizophrenia.

    Science.gov (United States)

    Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

    2002-05-01

    This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

  6. A Closer Look at Social Skills and School Performance: Students' Peer Relations Skills and Assertion Skills as Predictors for Their Written and Oral Performances

    Science.gov (United States)

    Jurkowski, Susanne; Hänze, Martin

    2017-01-01

    Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…

  7. Strategic Decision-Making and Social Skills: Integrating Behavioral Economics and Social Cognition Research

    Directory of Open Access Journals (Sweden)

    Johannes Leder

    2016-11-01

    Full Text Available Strategic decisions are affected by beliefs about the expectations of others and their possible decisions. Thus, strategic decisions are influenced by the social context and by beliefs about other actors’ levels of sophistication. The present study investigated whether strategic decision-making, as measured by the beauty contest game, is associated with social skills, as measured by the Autism Quotient (AQ. In line with our hypothesis, we found that social skills were positively related to successful strategic decision-making. Furthermore, results showed a curvilinear relationship between steps of reasoning in the beauty contest game and social skills, indicating that very high as well as very low scoring individuals on the social skills subscale of the AQ engaged in high-levels of strategic thinking.

  8. Business education and social skills to leadership competencies

    Directory of Open Access Journals (Sweden)

    Čukanović-Karavidić Marija

    2016-01-01

    Full Text Available Encouraged by the fact that the leadership has become sought and highly valued ability in this paper we want to show the importance of education in developing leadership competencies. The creative power of the leaders is in the knowledge-intellectual potential, which have become a key factor of productivity, competitiveness and economic success. Leadership is a process of selection, and then transform those choices into actions - creative thinking through the acquisition of knowledge, values and build social skills. Personality traits and abilities may be to some extent inherited, but only with the education and continuous learning is possible to develop the necessary competencies of a true leader. The paper proves that the structure of leadership competence consists of numerous knowledge, skills, social skills and personality traits which are unavoidable.

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

    Science.gov (United States)

    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…

  10. The Validity of Teacher Ratings of Adolescents' Social Skills.

    Science.gov (United States)

    Ogden, Terje

    2003-01-01

    Examined the validity of teacher ratings of adolescents' social skills in a followup of a cohort sample of 395 students from seventh to ninth grades. Findings show multi-informant consistency in ratings; teacher ratings consistently covaried with teacher ratings of problem behavior and academic competence, nominations by peer students, and grade…

  11. Culturally Responsive Social Skills Instruction for Adolescent Black Males

    Science.gov (United States)

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Keyes, Starr

    2011-01-01

    The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…

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

    Science.gov (United States)

    Goodrick, David D.; Reed, Thomas

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

  13. Social Skills Training and Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Casey, Kathryn J.

    2012-01-01

    There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest…

  14. Social skills training for juvenile delinquents : post-treatment changes

    NARCIS (Netherlands)

    van der Stouwe, Trudy; Asscher, Jessica J.; Hoeve, Machteld; van der Laan, Peter H.; Stams, Geert Jan J M

    2016-01-01

    Objectives: To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending. Methods: The sample consisted of juveniles who received Tools4U,

  15. Social Skills Training for Juvenile Delinquents: Post-Treatment Changes

    NARCIS (Netherlands)

    van der Stouwe, Trudy; Asscher, J.J.; Stams, G.J.J.M.; Hoeve, M.; van der Laan, Peter H.

    2016-01-01

    Objectives: To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending. Methods: The sample consisted of juveniles who received Tools4U,

  16. Social skills training for juvenile delinquents : Post-treatment changes

    NARCIS (Netherlands)

    van der Stouwe, T.; Asscher, J.J.; Hoeve, M.; van der Laan, P.H.; Stams, G.J.J.M.

    2016-01-01

    Objectives To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending. Methods The sample consisted of juveniles who received Tools4U, a

  17. Using Virtual Reality to Help Students with Social Interaction Skills

    Science.gov (United States)

    Beach, Jason; Wendt, Jeremy

    2015-01-01

    The purpose of this study was to determine if participants could improve their social interaction skills by participating in a virtual immersive environment. The participants used a developing virtual reality head-mounted display to engage themselves in a fully-immersive environment. While in the environment, participants had an opportunity to…

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

    Science.gov (United States)

    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%…

  19. Social Skills Training to Reduce Depression in Adolescents.

    Science.gov (United States)

    Reed, Michael K.

    1994-01-01

    Evaluated efficacy of Structured Learning Therapy (SLT), which focuses on developing social competencies, self-evaluation skills, and appropriate affective expression, in treating adolescent depression. Findings from 18 adolescents randomly assigned to either SLT treatment or control group suggest that SLT reliably reduced depression in males and…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Student-Teacher Relationships

    Science.gov (United States)

    Fisher, Sycarah D.; Reynolds, Jennifer L.; Sheehan, Chelsea E.

    2016-01-01

    Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study…

  3. Social mindfulness: Skill and will to navigate the social world

    NARCIS (Netherlands)

    van Doesum, N.J.; van Lange, D.A.W.; van Lange, P.A.M.

    2013-01-01

    Although one may not always see it, social life often involves choices that make people act in ways that are mindful of others or not. We adopt an interdependence theoretical approach to the novel concept of social mindfulness, which we conceptualize in terms of other-regarding choices involving

  4. Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma

    Science.gov (United States)

    Bottema-Beutel, Kristen; Park, Haerin; Kim, So Yoon

    2018-01-01

    By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these…

  5. Effectiveness of Social Skills Training on Social Adjustment of Elderly People

    Directory of Open Access Journals (Sweden)

    Zahra Taghinezhad

    2017-10-01

    Conclusion According to the results of this study, it can be said that holding social skills instruction social work group on social adjustment method is effective among the elderly. The wider use of this type of intervention by specialists in the field of aging can affect well-being and mental health of this group. 

  6. Addiction to Social Networks and Social Skills in Students from a Private Educational Institution

    Science.gov (United States)

    Domínguez-Vergara, Julio A.; Ybañez-Carranza, Jessenia

    2016-01-01

    This research aims to determine the relationship between addiction to social networks and social skills in students of a private educational centre. A correlational descriptive study where the sample was represented by 205 students from 1st to 5th grade of junior high school was conducted. Two instruments were used: "Goldstein Social Skills…

  7. Increasing team skills: an evaluation of program effectiveness.

    Science.gov (United States)

    Jacobsen-Webb, M L

    1985-11-01

    The need for health professionals with caring values and good communication skills is well established. To develop these skills requires building self-esteem, as is supported by the work of Carl Rogers, Maslow, and Jourard, and the development of communication skills, as is supported by Carkhuff. A six-hour developmental program was evaluated using alternate forms of the highly validated Personal Skills Map. The differences in participants' scores showed increases in self-esteem, comfort, and management skills (p less than .00), while aggression (p = .05) and deference (p less than .00) decreased. A longitudinal follow-up of participants showed that 65% continued to use the assessment tool six months to one year later. The program appears to be well suited for service settings, continuing education, and academic settings, and meets the need of a high tech, high touch era of change.

  8. Nuancing the role of social skills- a longitudinal study of early maternal psychological distress and adolescent depressive symptoms.

    Science.gov (United States)

    Nilsen, Wendy; Karevold, Evalill Bølstad; Kaasbøll, Jannike; Kjeldsen, Anne

    2018-04-10

    Social skills might play an important role for the relationship between maternal psychological distress and subsequent development of depressive symptoms. The majority perspective is that social skills is adaptive and protective, but there is a need to also highlight the potential maladaptive effect of social skills in some settings or for some sub groups. The current study examined the longitudinal interplay between maternal-reported psychological distress in early childhood (age 1.5), and offspring reports on social skills and depressive symptoms in early (age 12.5) and middle adolescence (age 14.5). We used data from the Tracking Opportunities and Problems Study (TOPP), a community-based longitudinal study following Norwegian families to examine direct links and interactions between early maternal distress (measured with the Hopkins Symptom Checklist) and early adolescent offspring social skills (measured with the Social Skills Rating System) and middle adolescent depressive symptoms (measured with the Moods and Feelings Questionnaire) in 370 families (in total 740 mothers and adolescents). Exposure to childhood maternal distress predicted offspring depressive symptoms in middle adolescence. Higher social skills in early adolescence predicted lower levels of depressive symptoms for girls, but not for boys, in middle adolescence. An interaction effect was found in which adolescents exposed to early maternal distress who reported high social skills in early adolescence had the highest level of depressive symptoms in middle adolescence. The findings highlight the nuances in the role of social skills for adolescent depressive symptoms - having the potential to be both adaptive as well as maladaptive for some subgroups (those experiencing maternal psychological distress). This has important implications for social skill programs.

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

    Science.gov (United States)

    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

  10. Integrating psychoeducation in a basic computer skills course for people suffering from social anxiety: participants' experiences

    Directory of Open Access Journals (Sweden)

    Löhr HD

    2011-08-01

    Full Text Available Hildegard D Löhr1,2, Jan H Rosenvinge1,3, Rolf Wynn2,41Division of General Psychiatry, University Hospital of North Norway, 2Telemedicine Research Group, Department of Clinical Medicine, Faculty of Health Sciences, 3Department of Psychology, Faculty of Health Sciences, University of Tromsø, 4Division of Addiction and Specialized Psychiatry, University Hospital of North Norway, Tromsø, NorwayAbstract: We describe a psychoeducational program integrated in a basic computer skills course for participants suffering from social anxiety. The two main aims of the course were: that the participants learn basic computer skills, and that the participants learn to cope better with social anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks. A qualitative analysis was performed, drawing on observations during the course and on interviews with the participants. The participants were positive about the integration of psychoeducation sessions in the computer course, and described positive outcomes for both elements, including improved computer skills, improved self-esteem, and reduced social anxiety. Most participants were motivated to undertake further occupational rehabilitation after the course.Keywords: cognitive therapy, information technology, occupational rehabilitation, psychoeducation, self-help, social anxiety

  11. Relation between paralinguistic skills and social skills in adults with mild and moderate intellectual disability

    Directory of Open Access Journals (Sweden)

    Đorđević Mirjana

    2016-01-01

    Full Text Available Facial expressions and prosodic acoustic characteristics jointly present paralinguistic features of communication. By analyzing literature, we observe that respondents with intellectual disabilities manifest emphasized difficulties in detecting emotions in tasks of facial and vocal expression. However, we do not know if there are data on how paralinguistic abilities correlate with social skills in adults with intellectual disabilities. This research was conducted in order to determine the relation between the ability of paralinguistic production and paralinguistic understanding, on one side, and social skills on the other side. The sample consisted of 44 adults of both genders with mild (N=22 and moderate intellectual disabilities (N=22, aged between 20 and 50 (M=32.41, SD=9.36. The Paralinguistic scale from the battery for the assessment of communication (The Assessment Battery for Communication, Abaco, Sacco et al., 2008 was used for the assessment of paralinguistic skills, and three subscales of Vineland adaptive behavior scale - teaching form (Sparrow, Cicchetti & Balla, 2006 were used for the assessment of social skills. The results show that the achievement on subscales of Playing and leisure time positively correlated with the ability to understand emotions in communication (r = 0.486, p < 0.05 in respondents with mild intellectual disability. Achievements on the subscales Skills of adapting had a moderate and positive correlation with the ability to understand emotions in communication (r=0.522, p<0.05 in subjects with mild intellectual disability. Statistically significant correlations between the examined variables were not observed in the group of respondents with moderate intellectual disability. We can conclude that in adults with mild intellectual disability the ability to understand emotional paralinguistic elements significantly correlates with the ability to organize social activities and to adapt behavior in social interactions.

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Communication Ambassadors-an Australian Social Media Initiative to Develop Communication Skills in Early Career Scientists.

    Science.gov (United States)

    Wang, Jack T H; Power, Cheryl J; Kahler, Charlene M; Lyras, Dena; Young, Paul R; Iredell, Jonathan; Robins-Browne, Roy

    2018-01-01

    Science communication is a skill set to be developed through ongoing interactions with different stakeholders across a variety of platforms. Opportunities to engage the general public are typically reserved for senior scientists, but the use of social media in science communication allows all scientists to instantaneously disseminate their findings and interact with online users. The Communication Ambassador program is a social media initiative launched by the Australian Society for Microbiology to expand the online presence and science communication portfolios of early-career scientists. Through their participation in the program, a rotating roster of Australian microbiologists have broadened the online reach of the Society's social media channels as well as their own professional networks by attending and live-tweeting microbiology events throughout the year. We present the Communication Ambassador program as a case study of coordinated social media activity in science communication to the general public, and describe the potential for its applications in science education and training.

  15. Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application

    Science.gov (United States)

    Jacobs, Jennifer M.; Wright, Paul M.

    2018-01-01

    Research has demonstrated that many quality sport-based youth development programs promote life skill acquisition (e.g., leadership, self-control) with the ultimate goal of facilitating positive outcomes in youth participants' social and academic environments. Researchers call this "transfer of life skills" (i.e., the idea that physical,…

  16. Formation of social and household skills in children with hand defects.

    Science.gov (United States)

    Klimon, Nataly; Koryukov, Alexander; Loseva, Nina; Starobina, Elena

    2015-08-01

    The aim of this study was to consider the peculiarities of forming social and household skills, and the criteria for their evaluation, as well as an assessment of functional capacity, in children with hand defects both before and after surgical treatment and rehabilitation courses using a system of games. We elaborated and implemented a program of social rehabilitation of preschool children with congenital and acquired hand defects for the development of their functional capabilities and the formation of social and household skills after surgical treatment and prosthetics using play therapy methods. As part of this work, 140 preschool children aged 3-7 years underwent social rehabilitation. Most of the children had congenital hand defects-122 children (87 %): 96 children (79 %) with ectrodactylia, adactylia, hypoplasia, aplasia, hand splitting, club hand, or partial gigantism; 26 children (21 %) with congenital syndactylism and constricted bonds and 18 children (13 %) with acquired defects (burn deformity, amputation). 110 children (79 %) had reached the stage of surgical correction; 30 children (21 %) reached the stage of prosthetics. Most of the children participating in the experiment (78 children, 56 %) had defects of fingers on one hand. The program aimed at solving specific rehabilitation tasks: formation and improvement of all possible types of grip under the existing defect including those after surgery and prosthetics; development of tactile sensations in fingers; development of fine motor skills; increase in range of motion in all joints of the damaged hand; development of attention and concentration; formation of social and household skills appropriate to age; and development of the ability to achieve the set task. Analysis of the level of social and household skills of children with hand defects undergoing rehabilitation treatment at the hospital depending on the age prior to medical and social rehabilitation showed that preschool children with

  17. The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes

    Science.gov (United States)

    Esser, Ted H.

    2012-01-01

    Overall, pretest-posttest results indicated statistically significant pretest beginning program compared to posttest ending program percentage of behavioral improvement for on task, following directions, and positive interactions outcomes improvement for individual students who completed the elementary grades pro-social cognitive behavioral skills…

  18. Utilizing Social Work Skills to Enhance Entrepreneurship Training for Women: A Ghanaian Perspective.

    Science.gov (United States)

    Agbényiga, Debrenna L; Ahmedani, Brian K

    2008-12-01

    This article describes a women's entrepreneurship exchange program that was designed and facilitated with the cooperation of various governmental and nongovernmental entities in Ghana for Ghanaian women. The article briefly reviews the entrepreneurship development literature from an international perspective and discusses the Entrepreneurship Program as a targeted approach for empowering and sustaining women's economic situation in Ghana. Emphasis is placed on understanding the impact of cultural and social networks and the women's ability to succeed as entrepreneurs through the use of social work skills.

  19. Utilizing Social Work Skills to Enhance Entrepreneurship Training for Women: A Ghanaian Perspective

    Science.gov (United States)

    Agbényiga, DeBrenna L.; Ahmedani, Brian K.

    2009-01-01

    This article describes a women’s entrepreneurship exchange program that was designed and facilitated with the cooperation of various governmental and nongovernmental entities in Ghana for Ghanaian women. The article briefly reviews the entrepreneurship development literature from an international perspective and discusses the Entrepreneurship Program as a targeted approach for empowering and sustaining women’s economic situation in Ghana. Emphasis is placed on understanding the impact of cultural and social networks and the women’s ability to succeed as entrepreneurs through the use of social work skills. PMID:20011682

  20. Psychopathological symptoms, social skills, and personality traits: a study with adolescents.

    Science.gov (United States)

    Landazabal, Maite Garaigordobil

    2006-11-01

    The purpose of this study is two-fold: (a) to study the concomitant relationships between psychopathological symptoms, cooperation, social skills, and other personality traits; and (b) to identify the predictive variables of psychopathological symptoms. The sample consists of 322 adolescents aged 14 to 17 years old. This study uses correlational methodology. In order to assess psychopathological symptoms, cooperation, social skills, and personality traits, the following scales are used: the Symptom Checklist (SCL-90-R; Derogatis, 1983), the Cooperativeness Scale (CS; Rigby, Cox, and Black, 1997), the MESSY social skills scale (Matson, Rotatori, and Helsel, 1983), and the TPT Personality Test (Corral, Pamos, Pereña, and& Seisdedos, 2002). Pearson coefficients suggest that adolescents with many psychopathological symptoms have low levels of cooperative behaviors and social skills. They also score high in inappropriate assertiveness, impulsiveness, overconfidence, and jealousy-withdrawal and have low levels of emotional stability, sociability, and responsibility. Through multiple regression analyses, the following variables were identified as predictors of psychopathological symptoms: jealousy-withdrawal, low social integration, impulsiveness, and low self-concept. The role played by intervention programs promoting socio-emotional development to prevent psychopathological symptoms and enhance mental health is discussed.

  1. Are young adolescents' social and emotional skills protective against involvement in violence and bullying behaviors?

    Science.gov (United States)

    Polan, Julie C; Sieving, Renee E; McMorris, Barbara J

    2013-07-01

    This study examined relationships between social-emotional skills and involvement in bullying and violence among young adolescents from ethnically diverse, economically disadvantaged urban neighborhoods. Data were from 171 sixth- and seventh-grade students involved in a larger intervention study. Analyses examined relationships between social-emotional skills measures (intrapersonal skills, stress management skills, interpersonal skills) and involvement in violence, physical bullying, and relational aggression. Of social-emotional skills indicators, interpersonal skills and stress management skills demonstrated significant bivariate relationships with each of the bullying and violence outcomes. In multivariate models, greater interpersonal skills and greater stress management skills were significantly associated with lower odds of violence involvement. Greater stress management skills were also significantly associated with lower levels of physical bullying and relational aggression. Findings suggest that efforts to foster development of young adolescents' social-emotional skills may, in turn, reduce their risk for involvement in bullying and violence.

  2. DEVELOPMENT OF SOCIAL SKILLS AMONG ELEMENTARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Zehrina Selimović

    2018-04-01

    Full Text Available The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.

  3. Now Enhancing Working Skills: The ``NEWS`` Program. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Kuiper, A. [Merex Corp. (United States)

    1995-01-23

    In October of 1992, Los Alamos National Laboratory and Merex Corporation began a pilot basic skills program to enhance workers` skills. The program, known as the NEWS (Now Enhancing Working Skills) Program, was implemented by the Training and Development Group of the Human Resources Division. A group of 106 employees known as Radiological Control Technicians (RCTs) from ESH-1 (Environmental, Safety, and Health) were targeted to take mandated DOE (Department of Energy) training. The main goal of the LANL/Merex partnership was to help RCTs prepare for mandated DOE Rad Con training and job performance by improving their information processing and math skills. A second goal of this project was to use the information from this small group to make some predictions about the Laboratory as a whole. This final report contains the description and an appendix for the ``NEWS`` program. The topics in this report include Merex class descriptions, test score results for the MAT, the WAT, the TABE, and Challenge test, a follow-up survey to Merex IPS and math training, student feedback statistics for skills programs, and lessons learned from the program.

  4. Social skills deficits and their association with Internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder.

    Science.gov (United States)

    Chou, Wen-Jiun; Huang, Mei-Feng; Chang, Yu-Ping; Chen, Yu-Min; Hu, Huei-Fan; Yen, Cheng-Fang

    2017-03-01

    Background and aims The aims of this study were to examine the association between social skills deficits and Internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder (ADHD) as well as the moderators for this association. Methods A total of 300 adolescents, aged between 11 and 18 years, who had been diagnosed with ADHD participated in this study. Their Internet addiction levels, social skills deficits, ADHD, parental characteristics, and comorbidities were assessed. The various Internet activities that the participants engaged in were also examined. Results The associations between social skills deficits and Internet addiction and activities and the moderators of these associations were examined using logistic regression analyses. Social skills deficits were significantly associated with an increased risk of Internet addiction after adjustment for the effects of other factors [odds ratio (OR) = 1.049, 95% confidence interval (CI) = 1.030-1.070]. Social skills deficits were also significantly associated with Internet gaming and watching movies. The maternal occupational socioeconomic levels of the participants moderated the association between social skills deficits and Internet addiction. Conclusions Social skills deficits should be considered targets in prevention and intervention programs for treating Internet addiction among adolescents with ADHD.

  5. Initiating a Developmental Motor Skills Program for Identified Primary Students.

    Science.gov (United States)

    Harville, Valerie Terrill

    A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving…

  6. Measuring Changes in Social Behavior during a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    McMahon, Camilla M.; Vismara, Laurie A.; Solomon, Marjorie

    2013-01-01

    The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants' vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants' interactions were coded as dyadic peer interactions, dyadic leader interactions,…

  7. Interdisciplinary skills in architectural and engineering education programs

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2006-01-01

    and requirements for reinforcement of the interdisciplinary skills within the architectural and engineering education programs as to face the challenges from industry. The study claims that the development of interdisciplinary skills should be regarded a pedagogical issue that can be accomplished by integrative...... project. Besides, new and more integrated forms of co-operation between the various actors make the prevalent professional disciplines more ambiguous and it compels into a need for trans-professional skills among the actors. In contrast to the requirements for interdisciplinary skills, the educational...... training programmes of architects and engineers are traditionally characterised by strict disciplinary boundaries. Thus, the prevailing educational system is challenged to meet the demands for trans-professional skills within industry. The purpose of this paper is to outline some pedagogical prerequisites...

  8. Work-related social skills: Definitions and interventions in public vocational rehabilitation.

    Science.gov (United States)

    Phillips, Brian N; Kaseroff, Ashley A; Fleming, Allison R; Huck, Garrett E

    2014-11-01

    Social skills play an important role in employment. This study provides a qualitative analysis of salient work related social skills and interventions for addressing social skills in public vocational rehabilitation (VR). A modified consensual qualitative research (CQR) approach was taken to understand the elements and influence of work related social skills in public VR. Thirty-five counselors, supervisors, and administrators participated in semistructured interviews to provide their perspectives of work related social skills and the interventions they use for addressing these skills. Multiple aspects of work-related social skills were described as being important for VR consumer success. The most common work related social skills across all participants were nonverbal communication and the ability to connect with others. Primary social interventions included informal social skills training (SST), systems collaboration, and creating an appropriate job match. Public rehabilitation agency staff, constantly faced with addressing work related social skills, possess many insights about salient skills and interventions that can benefit future research and practice. Agencies currently address social skills deficits by providing interventions to both person and environment. The research provides directions for future research related to identification of social skills and interventions to address related deficits. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  9. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

    Science.gov (United States)

    Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

    2012-01-01

    Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first

  10. The Effect of Educational Software, Video Modelling and Group Discussion on Social-Skill Acquisition Among Students with Mild Intellectual Disabilities.

    Science.gov (United States)

    Hetzroni, Orit E; Banin, Irit

    2017-07-01

    People with intellectual and developmental disabilities (IDD) often demonstrate difficulties in social skills. The purpose of this study was to examine the effects of a comprehensive intervention program on the acquisition of social skills among students with mild IDD. Single subject multiple baseline design across situations was used for teaching five school-age children with mild IDD social skills embedded in school-based situations. Results demonstrate that the intervention program that included video modelling and games embedded with group discussions and simulations increased the level and use of adequate social behaviours within the school's natural environment. Results demonstrate the unique attribution of a comprehensive interactive program for acquisition and transfer of participants' social skills such as language pragmatics and social rules within the school environment. Group discussions and simulations were beneficial and enabled both group and personalized instruction through the unique application of the program designed for the study. © 2016 John Wiley & Sons Ltd.

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

    Science.gov (United States)

    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…

  12. Warming the Emotional Climate of the Classroom: Can Teachers' Social-Emotional Skills Change?

    Science.gov (United States)

    Harvey, Shane T.; Evans, Ian M.; Hill, Rhys V. J.; Henricksen, Annette; Bimler, David

    2016-01-01

    Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

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

    Science.gov (United States)

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

    2013-07-01

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

  14. Maturation of social attribution skills in typically developing children: an investigation using the social attribution task.

    Science.gov (United States)

    Hu, Zhouyi; Chan, Raymond C K; McAlonan, Grainne M

    2010-02-03

    The assessment of social attribution skills in children can potentially identify and quantify developmental difficulties related to autism spectrum disorders and related conditions. However, relatively little is known about how these skills develop in typically developing children. Therefore the present study aimed to map the trajectory of social attribution skill acquisition in typically developing children from a young age. In the conventional social attribution task (SAT) participants ascribe feelings to moving shapes and describe their interaction in social terms. However, this format requires that participants understand both, that an inanimate shape is symbolic, and that its action is social in nature. This may be challenging for young children, and may be a potential confounder in studies of children with developmental disorders. Therefore we developed a modified SAT (mSAT) using animate figures (e.g. animals) to simplify the task. We used the SAT and mSAT to examine social attribution skill development in 154 healthy children (76 boys, 78 girls), ranging in age from 6 to 13 years and investigated the relationship between social attribution ability and executive function. The mSAT revealed a steady improvement in social attribution skills from the age of 6 years, and a significant advantage for girls compared to boys. In contrast, children under the age of 9 years performed at baseline on the conventional format and there were no gender differences apparent. Performance on neither task correlated with executive function after controlling for age and verbal IQ, suggesting that social attribution ability is independent of cognitive functioning. The present findings indicate that the mSAT is a sensitive measure of social attribution skills from a young age. This should be carefully considered when choosing assessments for young children and those with developmental disorders.

  15. Maturation of social attribution skills in typically developing children: an investigation using the social attribution task

    Directory of Open Access Journals (Sweden)

    Chan Raymond CK

    2010-02-01

    Full Text Available Abstract Background The assessment of social attribution skills in children can potentially identify and quantify developmental difficulties related to autism spectrum disorders and related conditions. However, relatively little is known about how these skills develop in typically developing children. Therefore the present study aimed to map the trajectory of social attribution skill acquisition in typically developing children from a young age. Methods In the conventional social attribution task (SAT participants ascribe feelings to moving shapes and describe their interaction in social terms. However, this format requires that participants understand both, that an inanimate shape is symbolic, and that its action is social in nature. This may be challenging for young children, and may be a potential confounder in studies of children with developmental disorders. Therefore we developed a modified SAT (mSAT using animate figures (e.g. animals to simplify the task. We used the SAT and mSAT to examine social attribution skill development in 154 healthy children (76 boys, 78 girls, ranging in age from 6 to 13 years and investigated the relationship between social attribution ability and executive function. Results The mSAT revealed a steady improvement in social attribution skills from the age of 6 years, and a significant advantage for girls compared to boys. In contrast, children under the age of 9 years performed at baseline on the conventional format and there were no gender differences apparent. Performance on neither task correlated with executive function after controlling for age and verbal IQ, suggesting that social attribution ability is independent of cognitive functioning. The present findings indicate that the mSAT is a sensitive measure of social attribution skills from a young age. This should be carefully considered when choosing assessments for young children and those with developmental disorders.

  16. From purists to players? How service industry professionals develop social skills for informal client relationships.

    NARCIS (Netherlands)

    Taminiau, Y.T.A.; Ferguson, J.E.

    2015-01-01

    Developing informal client relationships is an essential social skill for service industry professionals, such as accountants. This skill can be considered a form of 'social knowledge', a key enabler in facilitating communications, and helping professionals distinguish themselves from competitors.

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

    Science.gov (United States)

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

    2014-12-15

    The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  18. Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders.

    Science.gov (United States)

    Tanaka, Hiroki; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

    2017-01-01

    Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system's effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

  19. Fostering computational thinking skills with a tangible blocks programming environment

    OpenAIRE

    Turchi, T; Malizia, A

    2016-01-01

    Computational Thinking has recently returned into the limelight as an essential skill to have for both the general public and disciplines outside Computer Science. It encapsulates those thinking skills integral to solving complex problems using a computer, thus widely applicable in our technological society. Several public initiatives such as the Hour of Code successfully introduced it to millions of people of different ages and backgrounds, mostly using Blocks Programming Environments like S...

  20. INTERVENTION IN SOCIAL SKILLS OF CHILDREN WITH AUTISTIC SPECTRUM DISORDER: A BIBLIOGRAPHICAL REVIEW

    Directory of Open Access Journals (Sweden)

    Inmaculada March-Miguez

    2018-05-01

    Full Text Available The prevalence rates of autistic spectrum disorder (ASD have increased markedly in recent years. ASD is increasingly present in schools and in society, so it is essential for us to know more about this disorder and the possibilities for intervention. The objective of this work is to carry out a bibliographic review of the articles published in recent years in relation to different intervention programs and techniques that have recently been used to work with children with ASD to train them in the difficulties that most define the disorder: social skills. The most important conclusions indicate that, despite the symptomatic diversity of children with ASD and their different characteristics which can lead to diverse results, there are many programs that improve social skills in these children and notable results are obtained by interventions that include families in the sessions and that are carried out with the use of new technologies, such as computers or robots.

  1. A COMPARISON OF SOCIAL SKILLS OF STUDENTS WITH VISUAL IMPAIRMENTS AND TYPICALLY DEVELOPING STUDENTS

    OpenAIRE

    Demir, Fatih Emrah; Ozdemir, Selda

    2016-01-01

    The purpose of this study was to compare the social skills of students with visual impairments with social skills of typically developing students. The study groups consisted of 64 students with visual impairments and 68 typically developing students from the first to fourth grade. The Social Skills Rating System (SSRS) Teacher Form was used to evaluate the social skills of both groups. The results of the study indicated that cooperation, assertiveness, and self-control sub-scale scores and o...

  2. The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students

    Science.gov (United States)

    Akgun, Serap; Araz, Arzu

    2014-01-01

    The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three…

  3. Animal-assisted intervention and social skills strengthening

    OpenAIRE

    Božič, Tjaša

    2014-01-01

    The diploma thesis describe animal-assisted interventions, more precisely, the significance of animal-assisted interventions for strengthening of social skills. Theoretical part includes a detailed presentation of the benefits of therapeutic dog in work with vulnerable populations. I focused on delimitation of the term animal-assisted interventions which includes animal-assisted therapy and animal-assisted activity and the differences and similarities between them. I continued with therapeuti...

  4. Relationship between motor, imitation and, early social communication skills in children with autism

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    hooshang Dadgar

    2017-10-01

    Full Text Available Background: The aim of this study was investigation the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD.Method: Twenty children with ASD aged 3-5 years (M=4.05, SD=0.55 were tested with Test of Gross Motor Development (TGMD-2, the Motor Imitation Scale (MIS and, the Early Social Communication Scales (ESCS.Results: There was significant and strong correlation between TGMD total score and imitation total score(r =.776; p <0.001.However, the relationship between MIS subscales and TGMD-2 locomotor subtest scores was not significant (P>0.05. A significant correlation was found between MIS and TGMD total scores with ESCS subscales except social interaction and responding to behavioral requests subscales.Conclusion: The results support previous studies that indicated both imitation ability and motor function have association with some early social communication skills. However, these results showed the needs for clinicians to target imitation and motor skills in early intervention programs in ASD.

  5. Social Skills Training and ADHD-What Works?

    Science.gov (United States)

    Mikami, Amori Yee; Smit, Sophie; Khalis, Adri

    2017-10-30

    Many children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have difficulties in their social skills and peer relationships. Because social problems exacerbate later maladjustment in ADHD populations, it is important to address this serious impairment. Although social skills training (SST) is a common intervention approach, evidence to date suggests that SST has limited efficacy, at least when provided in traditional, clinic-based settings. The current review summarizes recent advances to traditional SST approaches that may potentially enhance their efficacy. We identify two promising directions in which SST may be modified to make it more efficacious for ADHD populations. The first direction involves providing increased reinforcement and reminders of appropriate social behavior at the point of performance to youth with ADHD (e.g., in vivo, in real life peer situations as opposed to in the clinic). We note the importance of ensuring that youth with ADHD are receptive to such reminders. The second direction involves encouraging peers to be more socially accepting and inclusive of youth with ADHD. This avenue has been understudied in the literature to date. SST for children and adolescents with ADHD may be enhanced by providing more in vivo reminders and feedback at the point of performance and by making efforts to alter peers' impressions about youth with ADHD.

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

    Science.gov (United States)

    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…

  7. Outline of the Therapeutic Process in Social Skills Training with Socially Dysfunctional Patients.

    Science.gov (United States)

    Stravynski, Ariel; And Others

    1987-01-01

    Outlines the therapeutic process in social skills training with 22 socially dysfunctional outpatients who met Diagnostic and Statistical Manual of Mental Disorders criteria for avoidant personality disorder. Measured performance of prosocial target behaviors and associated subjective anxiety during baseline, treatment, and follow-up periods.…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  10. (Social) Cognitive skills and social information processing in children with mild to borderline intellectual disabilities

    NARCIS (Netherlands)

    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

  11. Smart Social Networking: 21st Century Teaching and Learning Skills

    Directory of Open Access Journals (Sweden)

    Helen B. Boholano

    2017-06-01

    Full Text Available Education in the 21st century highlights globalization and internationalization. Preservice teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.

  12. An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities Preparing for Employment in Ireland: A Pilot Study

    Science.gov (United States)

    Walsh, Edith; Holloway, Jennifer; Lydon, Helena

    2018-01-01

    Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion.…

  13. Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

    Science.gov (United States)

    Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

    2016-01-01

    Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

  14. Adolescent loneliness and social skills: Agreement and discrepancies between self-, meta-, and peer-evaluations

    NARCIS (Netherlands)

    Lodder, G.M.A.; Goossens, L.; Scholte, R.H.J.; Engels, R.C.M.E.; Verhagen, M.

    2016-01-01

    Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased

  15. Heterogeneity in Parent-Reported Social Skill Development in Early Elementary

    Science.gov (United States)

    Lamont, Andrea; Van Horn, M. Lee

    2013-01-01

    Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. Adolescent Loneliness and Social Skills : Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations

    NARCIS (Netherlands)

    Lodder, G. M. A.; Goossens, L.; Scholte, R. H. J.; Engels, R. C. M. E.; Verhagen, M.

    2016-01-01

    Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased

  19. A Promise Unfulfilled: Social Skills Training with At-Risk and Antisocial Children and Youth.

    Science.gov (United States)

    Bullis, Michael; Walker, Hill M.; Sprague, Jeffrey R.

    2001-01-01

    This article reviews the social skills training knowledge base and describes social skills training considerations for children who are at-risk and/or display antisocial behavior at three grade levels: preschool and elementary, middle schools, and high school. Characteristics of students, composition of model social skills interventions, and…

  20. Social Emotional Skills and Prosocial Behaviour among 15-16-Year-Old Adolescents

    Science.gov (United States)

    Akelaitis, Arturas V.; Lisinskiene, Ausra R.

    2018-01-01

    The purpose of this study was to determine and compare social emotional skills and prosocial behaviour among 15-16-year-old adolescent athletes and non-athletes. The measures of social emotional skills and prosocial behaviour were evaluated using Schutte Self-Report Inventory, Self-control scale, Social Skills Rating System (Student form),…

  1. Assessing soft skills components in science and technology programs within Malaysian Technical Universities

    OpenAIRE

    Kahirol Mohd Salleh; Nor Lisa Sulaiman; Mimi Mohaffyza Mohamad; Lai Chee Sern

    2017-01-01

    The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the ...

  2. Reviewing the relation between the problem solving skills of school of health students and their social skill levels

    OpenAIRE

    Gül Ergün; Buket Şimşek Arslan

    2017-01-01

    This research aims at reviewing the relation between the problem solving skills of health high school students and their social skill levels.  It was planned to be descriptive. The universe of the research was composed of nursing students in the health high school. The sample was determined to be the whole of the universe. A written permission was taken from the management of the health high school regarding the research. Problem Solving Inventory and Social Skill Inventory; the form towards ...

  3. Digital Competition Game to Improve Programming Skills

    Science.gov (United States)

    Moreno, Julian

    2012-01-01

    The aim of this paper is to describe a digital game with an educational purpose in the subject of computer programming, which enables students to reinforce and improve their abilities on the concepts of sequencing, defined iteration and nesting. For its design, a problem solving approach was followed and a score comparing mechanism was implemented…

  4. Empirical Studies of Agile Software Development to Learn Programming Skills

    Directory of Open Access Journals (Sweden)

    Yasuyo Kofune

    2014-06-01

    Full Text Available This paper presents a programming education support method based on Agile Development that encourages and builds on communication between students. Through mutual discussion, students using our approach transform their ideas into software and cooperate to write a program. The students complete the software through repetition and programming. Before completing the software program, the students learn to solve problems by working together. The students are encouraged to think and share ideas, and gain experience writing software. With this approach, students not only learn how to write programs, but also increase their logical thinking, problem-solving, and communication skills.

  5. Social skills training for adolescents: an experience in the program of comprehensive attention to the family / Treinamento de habilidades sociais para adolescentes: uma experiência no programa de atenção integral à família (PAIF

    Directory of Open Access Journals (Sweden)

    Mariana de Paula e Silva

    2009-01-01

    Full Text Available This paper presents a process evaluation of a social skills program for adolescents from the Comprehensive Attention to the Family Program. The intervention consisted of 11 psychoeducational group sessions, with cognitive behavioral techniques. The results revealed satisfaction toward the intervention, mainly about the freedom to self-expression and the positive effects of the intervention. The most frequent adherence indicators to the group were to report problems, to report feelings, to explain the causes of their own behavior and to offer support to their colleagues. The data indicate that the intervention had a successful process, which results and impact may be verified in future studies.

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

    Science.gov (United States)

    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…

  7. Development of a Positive Youth Development Program: Helping Parents to Improve Their Parenting Skills

    Directory of Open Access Journals (Sweden)

    Daniel T.L. Shek

    2006-01-01

    Full Text Available The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal can help social workers to develop quality proposals on positive youth development programs in Hong Kong.

  8. A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder

    Science.gov (United States)

    McVey, Alana J.; Dolan, Bridget K.; Willar, Kirsten S.; Pleiss, Sheryl; Karst, Jeffrey S.; Casnar, Christina L.; Caiozzo, Christina; Vogt, Elisabeth M.; Gordon, Nakia S.; Van Hecke, Amy Vaughan

    2016-01-01

    Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, "PEERS® for Young Adults," shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N = 56), employing a gold standard ASD assessment…

  9. Skill learning and the evolution of social learning mechanisms.

    Science.gov (United States)

    van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

    2016-08-24

    Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

  10. BEYOND SOCIAL SKILLS: GROUP DYNAMICS AT SOCIAL SKILLS TRAINING FOR HIGH FUNCTIONING ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS

    Directory of Open Access Journals (Sweden)

    Agnieszka Siedler

    2015-06-01

    Full Text Available The usefulness of group social skills training in Autism Spectrum Disorder therapy has been well established. However, little is known about the group dynamics of this kind of intervention. The current multiple case studies were conducted to demonstrate that, despite of the functioning specifics of participants with ASD, processes associated with the dynamics of the group during group social skills training session may be noticeable. Intervention groups consisted of fifteen adolescents and preadolescents with high functioning Autism Spectrum Disorders aged between 11 to 17 years old divided into three training groups. The social skills training sessions were conducted on a weekly basis. The observation lasted for six months and it included the formation of the group, the period of stability and unexpected changes. After each group session, the therapists filled in a detailed report about the participants’ behavior and interactions between participants. Collected data were carefully analyzed for group dynamic features. It was noticed that adolescents participating in group interventions are susceptible to the influence of the group, take different individual roles and are moderately sensitive to changes in the group structure. The influence of the disorder characteristics on group dynamics was also observed. Although the results show that group dynamics can be observed at a group training for ASD, the need for further structured observation should be emphasized as a current study constituted the first approach to the subject.

  11. Evaluation of a parenting skills program in Russia.

    Science.gov (United States)

    MacKinnon, Lee

    2013-01-01

    This article analyzes participant interviews and the photovoice project of 15 young disadvantaged mothers in Pskov, Russia. The women's statements and photovoice were part of a formative evaluation of the Pskov Positive Parenting Program, designed by the University of Massachusetts Institute for Global Health (IGH) and funded by USAID. The evaluation revealed that the Program met its goal of helping the women learn sensitive caregiving behaviors. The mothers emphasized that the Program met their need for social connection. The young mothers' participation in the positive social network of the group may have been a key ingredient to the Program's success and may have implications for the design of parenting programs cross-culturally.

  12. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

    Science.gov (United States)

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

    2015-05-01

    Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the

  13. A short-term longitudinal study of relational aggression and social skills of preschool children

    OpenAIRE

    Isobe, Miyoshi

    2003-01-01

    This short-term longitudinal study was designed to examine relational aggression associated with social skills and anxiety-withdrawn behavior of preschool children. Relational aggression, social skills (self-control skills, friendship making skills, and assertion skills), and anxiety-withdrawn behavior of one hundred and twenty 5-year old children were assessed two times across a 6-months period by using teacher rating measures. For the data analysis, the children were divided according to th...

  14. Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD.

    Science.gov (United States)

    Kaboski, Juhi R; Diehl, Joshua John; Beriont, Jane; Crowell, Charles R; Villano, Michael; Wier, Kristin; Tang, Karen

    2015-12-01

    This pilot study evaluated a novel intervention designed to reduce social anxiety and improve social/vocational skills for adolescents with autism spectrum disorder (ASD). The intervention utilized a shared interest in robotics among participants to facilitate natural social interaction between individuals with ASD and typically developing (TD) peers. Eight individuals with ASD and eight TD peers ages 12-17 participated in a weeklong robotics camp, during which they learned robotic facts, actively programmed an interactive robot, and learned "career" skills. The ASD group showed a significant decrease in social anxiety and both groups showed an increase in robotics knowledge, although neither group showed a significant increase in social skills. These initial findings suggest that this approach is promising and warrants further study.

  15. Formulating Employability Skills for Graduates of Public Health Study Program

    Science.gov (United States)

    Qomariyah, Nurul; Savitri, Titi; Hadianto, Tridjoko; Claramita, Mora

    2016-01-01

    Employability skills (ES) are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important ES needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the ES development that has been carried out by PHSP UAD.…

  16. The Cafeteria Workers' Skills Enhancement Training Program. Performance Report.

    Science.gov (United States)

    Burt, Miriam

    A program was conducted by the Food and Beverage Workers Union in Washington, D.C., to provide workplace literacy classes for food service workers in the city's government agencies, universities, and museums. A curriculum for workplace literacy skills was developed, sites were selected, and students were recruited. From a target audience of…

  17. Ice Skating: Special Olympics Sports Skills Instructional Program.

    Science.gov (United States)

    Special Olympics, Inc., Washington, DC.

    One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…

  18. Perceptions of Employees and Supervisors of a Skills Training Program

    Science.gov (United States)

    Calcavecchi, Lincoln Todd

    2018-01-01

    Organizational leaders know that training improves worker performance, but training is often initiated without considering employees' work task requirements. This instrumental case study was conducted to understand the perceptions of employees who completed a skills training program and those of supervisors. The conceptual framework was andragogy,…

  19. Improving Reading Comprehension Skills through the SCRATCH Program

    Science.gov (United States)

    Papatga, Erdal; Ersoy, Ali

    2016-01-01

    The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…

  20. Indirect Effects of Social Skills on Health Through Stress and Loneliness.

    Science.gov (United States)

    Segrin, Chris

    2017-10-20

    The social skills deficit vulnerability model predicts that people with inadequate social skills are at risk for a range of psychosocial problems, especially when confronted with stress. People with poor social skills often experience stress and loneliness and these two constructs were tested as potential pathways by which the poor social skills confer a risk for compromised mental and physical health. An online survey was completed by 775 adults, aged 18-91. The sample matched national demographics for race/ethnicity and age, among those over 18. Structural equation modeling revealed indirect effects of social skills on both mental and physical health through both stress and loneliness. The models showed that poor social skills were associated with poor mental and physical health through elevated stress and increased loneliness. The findings reveal that social skills deficits are associated with physical as well as mental health problems.

  1. Bipolar disorder affects behavior and social skills on the Internet.

    Directory of Open Access Journals (Sweden)

    Thaís Martini

    Full Text Available 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.

  2. Bipolar disorder affects behavior and social skills on the Internet.

    Science.gov (United States)

    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

    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. 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). SNN (pInternet 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). 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.

  3. Children with cochlear implants: cognitive skills, adaptive behaviors, social and emotional skills.

    Science.gov (United States)

    De Giacomo, Andrea; Craig, Francesco; D'Elia, Alessandra; Giagnotti, Francesca; Matera, Emilia; Quaranta, Nicola

    2013-12-01

    The aim of this study is to examine cognitive skills, adaptive behavior, social and emotional skills in deaf children with cochlear implant (CI) compared to normal hearing children. The study included twenty children affected by profound hearing loss implanted with a CI compared to 20 healthy children matched to chronological age and gender. Results of this study indicated that 55% of children with CI showed a score in the normal range of nonverbal intelligence (IQ > 84), 40% in the borderline range (71 differences were found after comparison with normal hearing children.Children with CI reported more abnormalities in emotional symptoms (p = .018) and peer problems(p = .037) than children with normal hearing. Age of CI was negatively correlated with IQ (p = .002),positively correlated with emotional symptoms (p = .04) and with peer problems (p = .02). CI has a positive effect on the lives of deaf children, especially if it is implanted in much earlier ages.

  4. Social pressure-induced craving in patients with alcohol dependence: application of virtual reality to coping skill training.

    Science.gov (United States)

    Lee, Jung Suk; Namkoong, Kee; Ku, Jeonghun; Cho, Sangwoo; Park, Ji Yeon; Choi, You Kyong; Kim, Jae-Jin; Kim, In Young; Kim, Sun I; Jung, Young-Chul

    2008-12-01

    This study was conducted to assess the interaction between alcohol cues and social pressure in the induction of alcohol craving. Fourteen male patients with alcohol dependence and 14 age-matched social drinkers completed a virtual reality coping skill training program composed of four blocks according to the presence of alcohol cues (x2) and social pressure (x2). Before and after each block, the craving levels were measured using a visual analogue scale. Patients with alcohol dependence reported extremely high levels of craving immediately upon exposure to a virtual environment with alcohol cues, regardless of social pressure. In contrast, the craving levels of social drinkers were influenced by social pressure from virtual avatars. Our findings imply that an alcohol cue-laden environment should interfere with the ability to use coping skills against social pressure in real-life situations.

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

    Science.gov (United States)

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

    1999-01-01

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

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

    Science.gov (United States)

    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…

  7. The Effects of "Second Step" and Inclusion on Special Education Students' Social Skills

    Science.gov (United States)

    Machado, Andrea Kathleen

    2017-01-01

    Many students lack social skills that hinder their success in school; students in special education are even more at risk. Social-emotional curricula have been developed to help build these social skills school-wide. Most research on the effects of social-emotional curricula has been conducted on general education students. The first purpose of…

  8. A contextual approach to social skills assessment in the peer group: who is the best judge?

    Science.gov (United States)

    Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M

    2012-09-01

    Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.

  9. The profile of students’ problem-solving skill in physics across interest program in the secondary school

    Science.gov (United States)

    Jua, S. K.; Sarwanto; Sukarmin

    2018-05-01

    Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

  10. Randomized Controlled Trial: Multimodal Anxiety and Social Skill Intervention for Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    White, Susan W.; Ollendick, Thomas; Albano, Anne Marie; Oswald, Donald; Johnson, Cynthia; Southam-Gerow, Michael A.; Kim, Inyoung; Scahill, Lawrence

    2012-01-01

    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 (RCT) evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30 adolescents with ASD and anxiety symptoms of moderate or greater severity. The treatment was acceptable to families, subject adherence was high, and therapist fidelity was high. A 16% improvement in ASD social impairment (within-group effect size = 1.18) was observed on a parent-reported scale. Although anxiety symptoms declined by 26%, the change was not statistically significant. These findings suggest MASSI is a feasible treatment program and further evaluation is warranted. PMID:22735897

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

    Science.gov (United States)

    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. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Reinforcing Productivity in a Job-Skills Training Program for Unemployed Substance-Abusing Adults.

    Science.gov (United States)

    Subramaniam, Shrinidhi; Everly, Jeffrey J; Silverman, Kenneth

    2017-05-01

    Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults.

  13. How Does Gender Relate to Social Skills? Exploring Differences in Social Skills Mindsets, Academics, and Behaviors among High-School Freshmen Students

    Science.gov (United States)

    Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung

    2018-01-01

    Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

  14. Social Skills, Social Support and Well-Being in Adolescents of Different Family Configurations

    Directory of Open Access Journals (Sweden)

    Vanessa Barbosa Romera Leme

    2015-04-01

    Full Text Available There is no consensus in the literature regarding the influence of family configuration on the psychological well-being of adolescents. Based on the perception of adolescents, this study evaluates the influence of family configuration, social skills and social support appraisals as potential predictors of adolescent psychological well-being. The participants were 454 adolescents aged between 13 and 17 years from nuclear, separated and remarried families. The adolescents were students in the first and second years of public high school. The data were collectively obtained in the classroom using the Social Skills Inventory for Adolescents, the Social Support Appraisal Scale and the Psychological Well-being Scale. The results indicated that family configuration is not associated with the psychological well-being of adolescents. The social skills of empathy, self-control, civility, social resourcefulness and affective approach as well as the social support appraisals from friends and family were the best predictors of adolescent psychological well-being. The implications of the results are discussed with respect to future research and interventions.

  15. Social skills and executive function among youth with sickle cell disease: a preliminary investigation.

    Science.gov (United States)

    Hensler, Molly; Wolfe, Kelly; Lebensburger, Jeffrey; Nieman, Jilian; Barnes, Margaux; Nolan, William; King, Allison; Madan-Swain, Avi

    2014-06-01

    To explore the relationship between executive function (EF) and social skills in youth with sickle cell disease (SCD).   20 youth with SCD completed objective tests of EF (Tasks of Executive Control; Animal Sorting subtest from the Developmental Neuropsychological Assessment-Second Edition), an IQ screener, and paper-and-pencil measures of social skills (Social Skills Improvement System [SSIS]). Primary caregivers completed paper-and-pencil measures of EF (Behavior Rating Inventory of Executive Function) and social skills (SSIS).   EF scores from the Behavior Rating Inventory of Executive Function related to parent- and child-reported social skills such that EF deficits correlated with poorer overall and domain-specific social skills. Similarly, EF scores from the Animal Sorting test related to child-reported social skills. Worse parent-reported EF predicted worse parent-reported social skills above the variance accounted for by IQ.   EF is related to social skills and may be necessary for successful social interaction among youth with SCD. These results provide rationale and guidance for future larger-scale investigations of EF and social skills among children with SCD. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. Social Skills, Competence, and Drug Refusal Efficacy as Predictors of Adolescent Alcohol Use.

    Science.gov (United States)

    Scheier, Lawrence M.; Botvin, Gilbert J.; Diaz, Tracy; Griffin, Kenneth W.

    1999-01-01

    Examines the extent to which assertiveness and related social skills, personal competence, and refusal efficacy predict alcohol involvement in adolescents. Males were at higher risk for poor refusal skills and reported higher alcohol involvement. Youth characterized by poor social skill development reported lower refusal efficacy, lower grades,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills

    Science.gov (United States)

    Ozkan, Hurside Kubra; Aksoy, Ayse Belgin

    2017-01-01

    Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

  3. A Social-Cognitive Intervention Program for Adolescents with Autism: A Pilot Study

    Science.gov (United States)

    Cheung, Pui Pui Phoebe; Siu, Andrew M. H.; Brown, Ted; Yu, Mong-lin

    2018-01-01

    This pilot study explored the efficacy of a social-cognitive intervention program for adolescents with Autism Spectrum Disorder (ASD). Seven adolescents with ASD (mean age = 12.57 years) attended a school-based 10-week program. Social Skills Improvement System Rating Scales, Goal Attainment Scaling (GAS), and Theory of Mind Inventory were…

  4. Program Director Participation in a Leadership and Management Skills Fellowship and Characteristics of Program Quality.

    Science.gov (United States)

    Carek, Peter J; Mims, Lisa D; Conry, Colleen M; Maxwell, Lisa; Greenwood, Vicki; Pugno, Perry A

    2015-01-01

    The association between a residency program director completing a leadership and management skills fellowship and characteristics of quality and innovation of his/her residency program has not been studied. Therefore, the aim of this study is to examine the association between a residency program director's completion of a specific fellowship addressing these skills (National Institute for Program Director Development or NIPDD) and characteristics of quality and innovation of the program they direct. Using information from the American Academy of Family Physicians (AAFP), National Resident Matching Program (NRMP) and FREIDA® program characteristics were obtained. Descriptive statistics were used to summarize the data. The relationship between programs with a NIPDD graduate as director and program quality measures and indicators of innovation was analyzed using both chi square and logistic regression. Initial analyses showed significant associations between the NIPDD graduate status of a program director and regional location, mean years of program director tenure, and the program's 5-year aggregate ABFM board pass rate from 2007--2011. After grouping the programs into tertiles, the regression model showed significant positive associations with programs offering international experiences and being a NIPDD graduate. Program director participation in a fellowship addressing leadership and management skills (ie, NIPDD) was found to be associated with higher pass rates of new graduates on a Board certification examination and predictive of programs being in the upper tertile of programs in terms of Board pass rates.

  5. Social Skills, Social Support and Well-Being in Adolescents of Different Family Configurations

    OpenAIRE

    Vanessa Barbosa Romera Leme; Zilda Aparecida Perreira Del Prette; Susana Coimbra

    2015-01-01

    There is no consensus in the literature regarding the influence of family configuration on the psychological well-being of adolescents. Based on the perception of adolescents, this study evaluates the influence of family configuration, social skills and social support appraisals as potential predictors of adolescent psychological well-being. The participants were 454 adolescents aged between 13 and 17 years from nuclear, separated and remarried families. The adolescents were students in the f...

  6. Effects of a Peer Engagement Program on Socially Withdrawn Children with a History of Maltreatment

    Science.gov (United States)

    Mathews, Therese L.; Fawcett, Stephen B.; Sheldon, Jan B.

    2009-01-01

    Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple…

  7. Predictive Power of Parenting Styles on Children’s Social Skills

    Directory of Open Access Journals (Sweden)

    Daniel Bartholomeu

    2016-04-01

    Full Text Available The aim of this study was to investigate the relationship between parenting styles and children’s social skills, establishing significant correlations between those two constructs. A total of 202 children, 7 to 10 years old, male and female, attending second to fourth year of government schools in São Paulo, Brazil, were participants of this research. They collectively completed Children’s Social Skills Test (THAS-C and Parental Styles Inventory (IEP. Results suggest that positive parental styles are predictors of altruism, while negative parental styles are predictors of assertiveness, conversation, and social confidence. Regarding general social skills, variables that offered the best probable model were positive monitoring, lax discipline, moral behavior, and physical abuse (the higher the general social skill, the lesser the abusive parenting styles. As a conclusion, it seems that different social skills are related to positive and negative parenting styles, reinforcing the idea of a social skill as an attribute of behavior.

  8. Relationships Between Gross Motor Skills and Social Function in Young Boys With Autism Spectrum Disorder.

    Science.gov (United States)

    Holloway, Jamie M; Long, Toby M; Biasini, Fred

    2018-05-02

    The purpose of this study was to examine the relationship between gross motor skills and social function in young boys with autism spectrum disorder. Twenty-one children with autism spectrum disorder participated in the study. The Peabody Developmental Motor Scales Second Edition and the Miller Function and Participation Scales were used to assess gross motor skills. The Social Skills Improvement System Rating Scales was used to assess social function. Moderately high correlations were found between overall gross motor and social skills (r = 0.644) and between the core stability motor subtest and overall social skills (r = -0.672). Specific motor impairments in stability, motor accuracy, and object manipulation scores were predictive of social function. This study suggests that motor skills and social function are related in young boys with autism. Implications for physical therapy intervention are also discussed.

  9. Investigation of the Relationship between Communication Skills, Social Competence and Emotion Regulation Skills of Preschool Children in Turkey

    Science.gov (United States)

    Dagal, A. B.

    2017-01-01

    The aim of this study is to investigate the relationship between communication skills, social competence and emotion regulation skills of preschool children. Children attending public primary schools who were 53 to 80 months old from the middle socio-economic class were chosen randomly from Istanbul City center districts for this study. They were…

  10. Using Contemporary Leadership Skills in Medication Safety Programs.

    Science.gov (United States)

    Hertig, John B; Hultgren, Kyle E; Weber, Robert J

    2016-04-01

    The discipline of studying medication errors and implementing medication safety programs in hospitals dates to the 1970s. These initial programs to prevent errors focused only on pharmacy operation changes - and not the broad medication use system. In the late 1990s, research showed that faulty systems, and not faulty people, are responsible for errors and require a multidisciplinary approach. The 2013 ASHP Statement on the Role of the Medication Safety Leader recommended that medication safety leaders be integrated team members rather than a single point of contact. Successful medication safety programs must employ a new approach - one that embraces the skills of all health care team members and positions many leaders to improve safety. This approach requires a new set of leadership skills based on contemporary management principles, including followership, team-building, tracking and assessing progress, storytelling and communication, and cultivating innovation, all of which promote transformational change. The application of these skills in developing or changing a medication safety program is reviewed in this article.

  11. Performative Social Science: A Consideration of Skills, Purpose and Context

    Directory of Open Access Journals (Sweden)

    Brian Roberts

    2008-05-01

    Full Text Available This article reviews recent work applying a notion of "performance" in the study and representation of lives. It tries to clarify some of the issues involved—including the meaning of "performance"—and "performative"—the range of possible approaches (e.g., in addition to drama—other arts and the relationship between "subjects", "researcher" and "audience". An immediate concern is the nature of the researcher—as having the necessary skills and abilities or knowledge involved in "performance" (in researching, writing, recording and representing, as engaged (to some extent in "artistic" endeavour, and moving between a number of "roles" and social relations in "performing" with/to others (the "researched" group, audience and society. An important issue for social science in crossing or bridging the social science-arts, in taking up "performative approaches", is "What remains distinctive about the social science if it becomes involved with performance approaches?" As a source for comparison (and inspiration, some brief reference will be made to the work of KANDINSKY—who moved across disciplinary boundaries and artistic practices—as ethnographer, painter, teacher, designer, theorist and poet. Finally, perhaps, there is a deeper "turn" indicated by the "turn to performance" in the study of lives, a more "complete" portrait of the individual as an active, communicative and sensual being. URN: urn:nbn:de:0114-fqs0802588

  12. School Physical Activity Programming and Gross Motor Skills in Children.

    Science.gov (United States)

    Burns, Ryan D; Fu, You; Hannon, James C; Brusseau, Timothy A

    2017-09-01

    We examined the effect of a comprehensive school physical activity program (CSPAP) on gross motor skills in children. Participants were 959 children (1st-6th grade; Mean age = 9.1 ± 1.5 years; 406 girls, 553 boys) recruited from 5 low-income schools receiving a year-long CSPAP intervention. Data were collected at the beginning of the school year and at a 36-week follow-up. Gross motor skills were assessed using the Test for Gross Motor Development (3rd ed.) (TGMD-3) instrument. Multi-level mixed effects models were employed to examine the effect of CSPAP on TGMD-3 scores, testing age and sex as effect modifiers and adjusting for clustering of observations within the data structure. There were statistically significant coefficients for time (β = 8.1, 95% CI [3.9, 12.3], p skills and ball skills sub-test scores. Children showed improved gross motor skill scores at the end of the 36-week CSPAP that were modified by age, as younger children displayed greater improvements in TGMD-3 scores compared to older children.

  13. Life lessons after classes: investigating the influence of an afterschool sport program on adolescents' life skills development.

    Science.gov (United States)

    Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam

    2017-12-01

    The purpose of this study was to investigate the influence of an afterschool sport program on adolescents' life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors' use of effective strategies for teaching life skills.

  14. Life lessons after classes: investigating the influence of an afterschool sport program on adolescents’ life skills development

    Science.gov (United States)

    Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam

    2017-01-01

    ABSTRACT The purpose of this study was to investigate the influence of an afterschool sport program on adolescents’ life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors’ use of effective strategies for teaching life skills. PMID:28367697

  15. Implementing a Cardiac Skills Orientation and Simulation Program.

    Science.gov (United States)

    Hemingway, Maureen W; Osgood, Patrice; Mannion, Mildred

    2018-02-01

    Patients with cardiac morbidities admitted for cardiac surgical procedures require perioperative nurses with a high level of complex nursing skills. Orienting new cardiac team members takes commitment and perseverance in light of variable staffing levels, high-acuity patient populations, an active cardiac surgical schedule, and the unpredictability of scheduling patients undergoing cardiac transplantation. At an academic medical center in Boston, these issues presented opportunities to orient new staff members to the scrub person role, but hampered efforts to provide active learning opportunities in a safe environment. As a result, facility personnel created a program to increase new staff members' skills, confidence, and proficiency, while also increasing the number of staff members who were proficient at scrubbing complex cardiac procedures. To address the safe learning requirement, personnel designed a simulation program to provide scrubbing experience, decrease orientees' supervision time, and increase staff members' confidence in performing the scrub person role. © AORN, Inc, 2018.

  16. Investigating the Effect of Humor Communication Skills Training on Pro-Social and Anti-Social Humor Styles, Cognitive Learning, Self-Efficacy, Motivation, and Humor Use

    Science.gov (United States)

    Vela, Lori E.

    2013-01-01

    Humor is an important aspect of interpersonal interactions as it is linked to the development and maintenance of relationships (Merolla, 2006). The purpose of this dissertation was to test the effect of a humor communication skills training program on the ability to minimize anti-social humor (i.e., aggressive, self-defeating) and enhance…

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

    Science.gov (United States)

    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…

  18. Social Skills Interventions for Students with Challenging Behavior: Evaluating the Quality of the Evidence Base

    Science.gov (United States)

    Hutchins, Nancy S.; Burke, Mack D.; Hatton, Heather; Bowman-Perrott, Lisa

    2017-01-01

    This study provides results on a methodological quality review of the single-case research literature from 1998 to 2014 on the use of social skills interventions for students with challenging behavior. A systematic review of the social skills literature was conducted with the intent of updating the Mathur et al. study of social skills…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  1. [Social skills training groups for children and adolescents with Asperger syndrome: A review].

    Science.gov (United States)

    Andanson, J; Pourre, F; Maffre, T; Raynaud, J-P

    2011-05-01

    First described in 1944 by Hans Asperger, Asperger syndrome (AS) is now considered in international diagnostic classifications as one of the pervasive developmental disorders (PDD) or autism spectrum disorders (ASD). The main symptoms of AS are severe impairment in social interaction and communication, and restricted interests, without significant delay in cognitive and language development. Its prevalence is not clearly established but might be around 0.26 per 1000. Symptoms of high-functioning autism (HFA), which is not an official diagnostic category, are quite similar. Children and adolescents with AS or HFA mostly have a social skills deficit, in connection with a lack of understanding concerning the rules governing social interactions. This deficit often leads to social isolation and peer rejection, which can alter their quality of life. Their lack of social skills can also have effects on success at school or work, integration among peers and mental health. According to recent guidelines of the French national authority for health (Haute autorité de santé, HAS) about the special needs of persons with PDD, professionals have to develop evidence-based interventions, emphasizing social interactions and participation, as described by the international classification of functioning, disability and health (ICF): social and professional participation as well as participation in leisure activities, clubs and societies, etc. To explore the studies that give evidence of the value of these social skills training groups, to review the methods and programs worked out in these groups, and to highlight the best general operating principles to be adopted and combined. Systematic searches of electronic databases, journals, and reference lists identified 12 studies published since 1984, involving social competence group interventions, led by psychotherapists who were trained in cognitive behavioral therapies (CBT), for children and adolescents from 6 to 18years old with a

  2. Influence of personal social network and coping skills on risk for suicidal ideation in Chinese university students.

    Directory of Open Access Journals (Sweden)

    Fang Tang

    Full Text Available 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.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.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.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.

  3. Influence of personal social network and coping skills on risk for suicidal ideation in Chinese university students.

    Science.gov (United States)

    Tang, Fang; Qin, Ping

    2015-01-01

    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. 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. 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. 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.

  4. Social Skills and Perceived Maternal Acceptance-Rejection in Relation to Depression in Infertile Women

    Directory of Open Access Journals (Sweden)

    Fariba Yazdkhasti

    2011-01-01

    Full Text Available Background: This study examines the relationship between infertile women’s social skills andtheir perception of their own mothers’ acceptance or rejection, and the role this relationship playsin predicting self-reported depression.Materials and Methods: This was a correlational study. 60 infertile women aged 25 to 35 yearsparticipated in a self-evaluation. A Social Skills Inventory, Parental Acceptance and RejectionQuestionnaire and Beck Depression Inventory were used to measure social skills, acceptancerejection and depression. Data was analyzed by SPSS software, using independent two-sample ttest, logistic regression, and ANOVA.Results: Findings showed that there are significant differences between depressed and not depressedinfertile women in their perceptions of acceptance and rejection by their mothers. Further, women'sperceptions of rejection are a more significant predictor of depression among less socially skilledinfertile women than among those who are more socially skilled. Less socially skilled women didnot show symptoms of depression when they experienced their mothers as accepting. In generalthe results of this study revealed that poorer social skills were more predictive of depression whilegood social skills moderate the effect of infertile women’s perceptions of their mothers' rejection.At the same time, the findings showed that infertile women's perceptions of acceptance moderatedthe effects of poorer social skills in predicting depression.Conclusion: Results suggest that the perception of mothers’ rejection and poor social skills are thekey factors that make infertile women prone to depression.

  5. A social skills analysis in childhood and adolescence using symbolic interactionism.

    Science.gov (United States)

    Russell, A

    1984-02-01

    Support is obtained from the literature about the need for advances in the conceptualization of "social skills." There is agreement that much is known about how to improve social skills, but less attention has been given to what to change or improve. The present article outlines a model of social skills in childhood and adolescence using the concepts and literature on symbolic interactionism in an attempt to provide a possible conceptual framework for social skills. The proposed model is organized around the concepts of role-taking, role-making, definition of the situation, and self. Each concept is taken in turn and how it could contribute to the analysis or understanding of social skills in childhood and adolescence is shown. The article concludes with a discussion of ways in which the proposed scheme might be used in one area of social skills - friendship making. Some possible difficulties and limitations in the model are noted.

  6. An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study.

    Science.gov (United States)

    Walsh, Edith; Holloway, Jennifer; Lydon, Helena

    2018-05-01

    Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed.

  7. Direct and Indirect Psychosocial Outcomes for Children with Autism Spectrum Disorder and their Parents Following a Parent-involved Social Skills Group Intervention.

    Science.gov (United States)

    Weiss, Jonathan A; Viecili, Michelle A; Sloman, Leon; Lunsky, Yona

    2013-11-01

    This study examined the direct and indirect outcomes of a social skills group intervention for children with high functioning autism spectrum disorders and their parents. Thirty-five children and their parents participated in the program evaluation. Children and parents completed measures of child social skills and problem behaviors. Children reported on their self-concept, and parents reported on their psychological acceptance and empowerment. Results indicate significant increases in overall child social skills according to parent and child report, in child general self-worth, and in parent service empowerment and psychological acceptance. While past program evaluations of social skills groups highlight changes in social competence, taking a broader perspective on the types of positive outcomes suggests potential benefits for both child and parent.

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

    Science.gov (United States)

    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…

  9. Longitudinal relationship between social skills and academic achievement in a gender perspective

    OpenAIRE

    Gustavsen, Ann Margareth

    2017-01-01

    Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers’ grading of academic achievement seems to be based not only on students’ knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through multilevel analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in Norwegian, mathematics and Engl...

  10. Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

    Science.gov (United States)

    Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

    2016-12-01

    Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age  = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

  11. Planning, implementing and evaluating a social and communication skills course for riding instructors

    OpenAIRE

    Seefeld, Annika

    2016-01-01

    Social and emotional skills are very important for effective coaching. As research in this field is still very limited, the purpose of this study was to plan, implement and evaluate a course teaching social and emotional skills to riding instructors. The objective of this research project was to analyse the usefulness and feasibility of a social and communication skills course for riding instructors. The present research study is an educational action research case study approa...

  12. Effectiveness and safety of wheelchair skills training program in improving the wheelchair skills capacity: a systematic review.

    Science.gov (United States)

    Tu, Chun-Jing; Liu, Lin; Wang, Wei; Du, He-Ping; Wang, Yu-Ming; Xu, Yan-Bing; Li, Ping

    2017-12-01

    To comprehensively assess the effectiveness and safety of wheelchair skills training program in improving wheelchair skills capacity. PubMed, OVID, EBSCO, ScienceDirect, Web of Science, CINAHL, Cochrane Library, Google Scholar, and China Knowledge Resource Integrated Database were searched up to March 2017. Controlled clinical trials that compared a wheelchair skills training program with a control group that received other interventions and used the wheelchair skills test scores to evaluate wheelchair skills capacity were included. Two authors independently screened articles, extracted data, and assessed the methodological quality using the Cochrane risk-of-bias tool in randomized controlled trial (RCT) and methodological index for non-randomized studies. The data results of wheelchair skills test scores were extracted. Data from 455 individuals in 10 RCTs and from 140 participants in seven non-randomized studies were included for meta-analysis using Stata version 12.0 (Stata Corporation, College Station, TX, USA). In the short term (immediately to one week) post-intervention, relative to a control group, manual wheelchair skills training could increase the total wheelchair skills test scores by 13.26% in RCTs (95% confidence interval (CI), 6.19%-20.34%; P skills training and the long-term (3-12 months) advantage of manual wheelchair skills training ( P = 0.755). The limited evidence suggests that wheelchair skills training program is beneficial in the short term, but its long-term effects remain unclear.

  13. Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

    Science.gov (United States)

    Glenthøj, Louise B; Fagerlund, Birgitte; Hjorthøj, Carsten; Jepsen, Jens R M; Bak, Nikolaj; Kristensen, Tina D; Wenneberg, Christina; Krakauer, Kristine; Roberts, David L; Nordentoft, Merete

    2016-09-01

    Patients at ultra-high risk (UHR) for psychosis show significant impairments in functioning. It is essential to determine which factors influence functioning, as it may have implications for intervention strategies. This study examined whether social cognitive abilities and clinical symptoms are associated with functioning and social skills. The study included 65 UHR patients and 30 healthy controls. Social cognitive function, social skills, and a broad range of functioning measures were assessed. The UHR patients demonstrated significant decrements on The Awareness of Social Inferences Task total score (p = .046, d  = .51), and on the CANTAB emotion recognition task total percent correct (p = .023, d  = .54) displaying particular difficulties in negative affect recognition. The patients exhibited significant impairments in social skills measured with the High Risk Social Challenge (p˂.001, d  = 1.05). Aspects of emotion recognition were associated with role functioning and social skill performance. The level of attributional bias was associated with overall functioning, and theory of mind ability was associated with self-reported functioning. Negative symptoms were associated with all measures of functioning (p ≤ .05). Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

  14. Clinical program leadership: skill requirements for contemporary leaders.

    Science.gov (United States)

    Spallina, Joseph M

    2002-01-01

    With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.

  15. Comparing the social skills of students addicted to computer games with normal students.

    Science.gov (United States)

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

    2010-01-01

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

  16. Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study.

    Science.gov (United States)

    Shah, Sameena; Andrades, Marie; Basir, Fasia; Jaleel, Anila; Azam, Iqbal; Islam, Muhammad; Ahmed, Rashida

    2016-01-01

    Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. A 4-station Objective Structured Clinical Examination (OSCE) was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. At the end of the third year, 21 (31.34%), students of the study site (medical college 1 [college with integrated longitudinal communication skills program]) and 31 (46.26%) students from the comparison site (medical college 2 [comparable college without communication skills program]) consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5) versus 57.2% (SD = 15.4) (P skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.

  17. What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

    Science.gov (United States)

    Fiero, Diane M.

    2013-01-01

    Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

  18. Early social deprivation negatively affects social skill acquisition in chimpanzees (Pan troglodytes).

    Science.gov (United States)

    van Leeuwen, Edwin J C; Mulenga, Innocent Chitalu; Chidester, Diana Lisensky

    2014-03-01

    In a highly social species like chimpanzees, the process by which individuals become attuned to their social environment may be of vital importance to their chances of survival. Typically, this socialization process, defined by all acquisition experiences and fine-tuning efforts of social interaction patterns during ontogeny, occurs in large part through parental investment. In this study, we investigated whether maternal presence enhances the socialization process in chimpanzees by comparing the social interactions of orphaned and mother-reared individuals at the Chimfunshi Wildlife Orphanage Trust in Zambia. As response variables, we selected social interactions during which an elaborate level of fine-tuning is assumed to be necessary for sustaining the interaction and preventing escalation: social play. Comparing orphaned (n = 8) to sex- and age-matched mother-reared juvenile chimpanzees (n = 9), we hypothesized that the orphaned juveniles would play less frequently than the mother-reared and would be less equipped for fine-tuning social play (which we assayed by rates of aggression) because of the lack of a safe and facilitating social environment provided by the mother. First, contrary to our hypothesis, results showed that the orphaned juveniles engaged in social play more frequently than the mother-reared juveniles, although for significantly shorter amounts of time. Second, in support of our hypothesis, results showed that social play of the orphaned juveniles more often resulted in aggression than social play of the mother-reared juveniles. In conjunction, these results may indicate that, just like in humans, chimpanzee mothers provide their offspring with adequate social skills that might be of pivotal importance for future challenges like successful group-living and securing competitive fitness advantages.

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

    Science.gov (United States)

    Gül, Seray Olçay

    2016-01-01

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

  20. A randomized control intervention trial to improve social skills and quality of life in pediatric brain tumor survivors.

    Science.gov (United States)

    Barrera, Maru; Atenafu, Eshetu G; Sung, Lillian; Bartels, Ute; Schulte, Fiona; Chung, Joanna; Cataudella, Danielle; Hancock, Kelly; Janzen, Laura; Saleh, Amani; Strother, Douglas; Downie, Andrea; Zelcer, Shayna; Hukin, Juliette; McConnell, Dina

    2018-01-01

    To determine if a group social skills intervention program improves social competence and quality of life (QOL) in pediatric brain tumor survivors (PBTS). We conducted a randomized control trial in which PBTS (8-16 years old, off therapy for over 3 months) were allocated to receive social skills training (eg, cooperation, assertion, using social cognitive problem solving strategies, role playing, games, and arts and crafts) in 8 weekly 2-hour sessions, or an attention placebo control (games and arts and crafts only). Outcomes were self-reported, proxy-reported (caregiver), and teacher-reported using the Social Skills Rating System (SSRS), to measure social competence, and the Pediatric Quality of Life (PedsQL4.0, generic) to measure QOL at baseline, after intervention, and at 6 months follow-up. At baseline, SSRS were stratified into low and high scores and included as a covariate in the analysis. Compared to controls (n = 48), PBTS in the intervention group (n = 43) reported significantly better total and empathy SSRS scores, with improvements persisting at follow-up. The PBTS in the intervention group who had low scores at baseline reported the greatest improvements. Proxy and teacher reports showed no intervention effect. Participating in group social skills intervention can improve self-reported social competence that persisted to follow up. The PBTS should be given the opportunity to participate in social skills groups to improve social competence. Copyright © 2017 John Wiley & Sons, Ltd.

  1. A retrospective study of past graduates of a residential life skills program for youth with physical disabilities.

    Science.gov (United States)

    Kingsnorth, S; King, G; McPherson, A; Jones-Galley, K

    2015-05-01

    Young people with physical disabilities experience issues regarding employment, schooling, independent living and establishing meaningful personal relationships. A lack of life skills has been recognized as an important factor contributing to this lag. The Independence Program (TIP) is a short-term residential life skills program that aims to equip youth with the foundational life skills required to assume adult roles. This study retrospectively examined the achievements, skills acquired and program attributions of youth and young adults who took part in this three-week immersive teen independence program over a 20-year period. A total of 162 past graduates were invited to take part, with 78 doing so (a 48% response rate). These past graduates completed an online survey assessing objective outcomes such as employment and independent living; subjective outcomes such as feeling in control and living meaningful lives; and reflections on skills acquired, opportunities experienced and attributions to TIP. The majority of respondents were female (71%), had a diagnosis of cerebral palsy (55%) and ranged from 20 to 35 years of age (92%). Despite a range of outcomes related to the achievement of adult roles, high levels of life satisfaction and overall quality of life were reported. Nearly every respondent reported using the skills they learned at the program in their lives afterwards and a high percentage attributed the acquisition and consolidation of core life skills to participating in this intensive immersive program. Although causality cannot be assumed, respondents reflected very positively on the opportunities provided by TIP to develop their independent living and life skills, extend their social networks and understand their strengths and weaknesses. Such findings validate the importance of targeted skill development to assist young people with physical disabilities in attaining their life goals and encourage focused investigations of key features in program

  2. A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder.

    Science.gov (United States)

    McVey, Alana J; Dolan, Bridget K; Willar, Kirsten S; Pleiss, Sheryl; Karst, Jeffrey S; Casnar, Christina L; Caiozzo, Christina; Vogt, Elisabeth M; Gordon, Nakia S; Van Hecke, Amy Vaughan

    2016-12-01

    Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N = 56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p = .006 and CPB, p = .005; SRS, p = .004), PEERS® knowledge (TYASSK, p = .001), empathy (EQ, p = .044), direct interactions (QSQ-YA, p = .059), and social anxiety (LSAS-SR, p = .019). Findings demonstrate further empirical support for the intervention for individuals with ASD.

  3. FM POD: an evidence-based blended teaching skills program for rural preceptors.

    Science.gov (United States)

    Delver, Hilary; Jackson, Wesley; Lee, Sonya; Palacios, Mone

    2014-05-01

    The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints. The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion. Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence. Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.

  4. Improving Children's Mental Health with a Digital Social Skills Development Game: A Randomized Controlled Efficacy Trial of Adventures aboard the S.S. GRIN.

    Science.gov (United States)

    Sanchez, Rebecca; Brown, Emily; Kocher, Kelly; DeRosier, Melissa

    2017-02-01

    The purpose of this study was to investigate whether a computer-based game to improve social skills and mental health in children with social skills deficits would be efficacious. The program, Adventures aboard the S.S. GRIN, translates a proven in-person intervention into a nine-episode interactive online adventure game that provides opportunity for knowledge acquisition and skill practice. Participants (children aged 7-11 years with social skills challenges) were randomly assigned to immediate treatment group (n = 33) or waitlist control group (n = 36). Children in the immediate treatment condition completed the game at home over the course of 9 weeks. Before playing the game and again within 1 week of game completion, children completed surveys about social literacy, social anxiety, bullying, social self-efficacy, and social satisfaction. Children who played Adventures improved significantly more from pretest to posttest than children who did not play the game in social literacy, social anxiety, bullying victimization, and social satisfaction. Online interactive games can be effective in improving mental health for children who struggle with social skills. For children who can access them, serious games have the potential to increase the reach of effective programs by overcoming the logistical and implementation barriers (such as cost, travel, and accessibility) that limit traditionally delivered mental health interventions.

  5. Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting

    Science.gov (United States)

    Maich, Kimberly; Hall, Carmen L.; van Rhijn, Tricia Marie; Quinlan, Laurie

    2015-01-01

    This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this…

  6. Differences Between Japanese and U.S. Children's Performance on "Zoo U": A Game-Based Social Skills Assessment.

    Science.gov (United States)

    Craig, Ashley B; DeRosier, Melissa E; Watanabe, Yayoi

    2015-08-01

    The purpose of this study was to test whether and how performance on a digital game-based social skills assessment tool, "Zoo U" (3C Institute, Durham, NC), differed for children in the United States and Japan across six core social skills. "Zoo U" was administered to 497 third and fourth grade children from the United States and Japan (46 percent Japanese) by teachers and researchers, respectively. U.S. children received the original version of "Zoo U," and Japanese children received a fully translated Japanese version of the program. Scoring of each of the six social skills is built into the "Zoo U" software, with specific scoring algorithms for each grade level that provide both a continuous scale score and cutoffs for three distinct performance categories: high, average, and low. A multivariate analysis of variance (MANOVA) was conducted to assess differences by cultural group on each of the six continuous social skill scores, controlling for gender and grade level. Results revealed significant differences on four of the six skills in expected directions. Chi-squared and odds ratios analyses were then conducted on the assignment of children into each of the performance categories by cultural group, revealing additional nuance to the cultural differences identified in the MANOVA consistent with existing literature. We were able to replicate known cultural differences between U.S. and Japanese children with a simple direct translation of a Web-based social skills assessment game, "Zoo U." Our results provide preliminary support for the potential of game-based assessment methods to provide efficient and valid social skill assessments to children around the world.

  7. Improve Problem Solving Skills through Adapting Programming Tools

    Science.gov (United States)

    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.

  8. Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD.

    Science.gov (United States)

    García-Castellar, Rosa; Jara-Jiménez, Pilar; Sánchez-Chiva, Desirée; Mikami, Amori Y

    2018-06-01

    Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer stimulus; such methods may be more vulnerable to cultural influence. We examined the social skills of 52 Spanish children (ages 8-12) with and without ADHD using a controlled Chat Room Task, which simulates a virtual social environment where peers' responses are held constant, so that participants' social skills may be assessed. After statistical control of typing and reading comprehension skills, Spanish children with ADHD gave fewer prosocial comments and had greater difficulty remembering central details from the conversation between the peers, relative to comparison children. The virtual Chat Room Task may be useful to assess social skills deficits using a controlled paradigm, resulting in the identification of common social deficiencies cross-culturally.

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

    Science.gov (United States)

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

    2012-01-01

    Objective 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 moderators. Method The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Results Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Conclusions Findings suggest difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population. PMID:22471319

  10. Social skills as a mediator between anxiety symptoms and peer interactions among children and adolescents.

    Science.gov (United States)

    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 moderators. The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Findings suggest that difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population.

  11. Executive Functions and Social Skills in Survivors of Pediatric Brain Tumor

    Science.gov (United States)

    Wolfe, Kelly R.; Walsh, Karin S.; Reynolds, Nina C.; Mitchell, Frances; Reddy, Alyssa T.; Paltin, Iris; Madan-Swain, Avi

    2012-01-01

    Medical advances have resulted in increased survival rates for children with brain tumors. Consequently, issues related to survivorship have become more critical. The use of multimodal treatment, in particular cranial radiation therapy, has been associated with subsequent cognitive decline. Specifically, deficits in executive functions have been reported in survivors of various types of pediatric brain tumor. Survivors are left with difficulties, particularly in self-monitoring, initiation, inhibition, and planning, to name a few. Another domain in which survivors of pediatric brain tumor have been reported to show difficulty is that of social skills. Parents, teachers, and survivors themselves have reported decreased social functioning following treatment. Deficits in executive functions and social skills are likely interrelated in this population, as executive skills are needed to navigate various aspects of social interaction; however, this has yet to be studied empirically. Twenty-four survivors of pediatric brain tumor were assessed using a computerized task of executive functions, as well as paper and pencil measures of social skills and real world executive skills. Social functioning was related to a specific aspect of executive functions, i.e., the survivors’ variability in response time, such that inconsistent responding was associated with better parent-report and survivor-report social skills, independent of intellectual abilities. Additionally, parent-reported real-world global executive abilities predicted parent-reported social skills. The implications of these findings for social skills interventions and future research are discussed. PMID:22420326

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

    Directory of Open Access Journals (Sweden)

    Anikó Zsolnai

    2014-11-01

    Full Text Available 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 Stephens’s (1992 list of social skills, a 54-item Likert-type questionnaire (teacher-, parent- and selfreport versions was developed especially for this purpose. The child and the adult versions share the same structure and scale items. The results show no spontaneous development at the level of social skills between the ages of 7 and 11. There was a moderate correlation between the three evaluators’ judgements concerning the level of children’s social skills. All three respondent groups indicated that girls’ social skills were slightly more developed than boys’. Teachers, however, perceived this difference to be twice as large as the other two raters. To sum up our results indicate that for a large percentage of participants, the acquisition of social skills has not been completed at 11 years old. This finding indicates that more attention should be paid to fostering social skills early at school.

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

    Science.gov (United States)

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

    2014-01-01

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

  14. Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

    Science.gov (United States)

    Karakaya, Esra G.; Tufan, Mumin

    2018-01-01

    This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

  15. Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide

    Science.gov (United States)

    Krach, S. Kathleen; McCreery, Michael P.; Wang, Ye; Mohammadiamin, Houra; Cirks, Christen K.

    2017-01-01

    Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to…

  16. FACTOR ANALYSIS OF A SOCIAL SKILLS SCALE FOR HIGH SCHOOL STUDENTS.

    Science.gov (United States)

    Wang, H-Y; Lin, C-K

    2015-10-01

    The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.

  17. Predicting Job Crafting From the Socially Embedded Perspective: The Interactive Effect of Job Autonomy, Social Skill, and Employee Status

    OpenAIRE

    Sekiguchi, Tomoki; Li, Jie; Hosomi, Masaki

    2017-01-01

    Job crafting represents the bottom-up process of change employees make in their work boundaries and plays an important role in the management of organizational change. Following the socially embedded perspective, we examine the roles of job autonomy, social skill, and employee status in predicting job crafting. Study 1 with a sample of 509 part-time employees found that job autonomy and social skill not only directly but also interactively influenced job crafting. Study 2 with a sample of 564...

  18. Increasing the Social Skills of a Student with Autism through a Literacy-Based Behavioral Intervention

    Science.gov (United States)

    Francis, Grace L.; McMullen, Victoria B.; Blue-Banning, Martha; Haines, Shana

    2013-01-01

    Social skills instruction is as important for many students with disabilities as instruction in core academic subjects. Frequently, students with autism require individualized social skills instruction to experience success in general education settings. Literacy-based behavioral Interventions (LBBIs) are an effective intervention that instructors…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Stephens, Derk; Jain, Sachin; Kim, Kioh

    2010-01-01

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