WorldWideScience

Sample records for stable socialization skills

  1. 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.

  2. 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…

  3. 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

  4. 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.

  5. Skills for life of rural teenagers: cognitive and social skills

    Directory of Open Access Journals (Sweden)

    Marisol Morales Rodríguez

    2013-12-01

    Full Text Available A life skills-based approach allows to develop psychosocial skills in adolescents; specifically, cognitive and social skills play a fundamental role. Thus arises the objective of the present study, strengthen self-efficacy and coping, cognitive skills and social skills in high school adolescents in rural area, through the implementation of two programs of psycho-educational intervention. It is based on a quantitative methodology, pre-experimental design of descriptivo-correlacional scope; participating 96 adolescents. The results highlight an improvement in social skills; In addition to finding partnership between advanced social skills and self-efficacy, as well as active coping with social skills; there were changes in self-efficacy and coping. It is concluded that the program was effective in improving social skills of teenagers; however, it requires more time for the improvement of cognitive abilities, given the conditions of a rural area.

  6. 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.…

  7. 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 ...

  8. 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…

  9. 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

    2017-10-01

    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 four parents of children with ASDs to be social skills trainers. A nonconcurrent multiple baseline design across parent-child dyads was employed and direct observation was used to assess parent and child behaviors Results demonstrated substantial improvement in social skills teaching for all participants for trained and untrained skills. Ancillary measures of child performance indicated improvement in skills as well. High levels of correct teaching responses were maintained at a 1 month follow-up. This study extends current literature on BST while also providing a helpful, low-effort strategy to modify how parents can work with their children to improve their social skills. © 2017 Society for the Experimental Analysis of Behavior.

  10. 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

  11. 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

  12. 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…

  13. 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…

  14. 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…

  15. Social skills levels on nursery students

    Directory of Open Access Journals (Sweden)

    Antonia Pades Jiménez

    2007-01-01

    Full Text Available Aim: To analyse the social skills of a sample group of 3rd year nursing students who attended a social skills training programme. Materials and method: An outline is made of the results of a descriptive study that analyses the social skills of a sample group of 314 students from different academic years, studying at the Palma de Mallorca University School of Nursing. For assessment purposes, a Social Skills Scale (Gismero, 2000 was used. Results: The results show that the sample group’s social skills were not low. They only encountered problems when it came to upholding their own rights (Factors 2 or to engaging in interactions with the opposite sex (Factor 6. Even so, a social skills training programme is proposed in the form of a psycho-educational training course in order to improve the students’ social skills in these areas, provide them with stress prevention tools, train them in communication skills, and improve relations between patients/families and the medical team.

  16. 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.

  17. 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 ...

  18. 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…

  19. 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 .

  20. 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…

  1. 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.

  2. 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

  3. 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…

  4. 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…

  5. 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.

  6. Social Skills Training. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2013

    2013-01-01

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

  7. Changing pronunciation but stable social evaluation?

    DEFF Research Database (Denmark)

    Thøgersen, Jacob; Pharao, Nicolai

    2013-01-01

    to understand how patterns of variation and change develop in a ‘prestige’ standard language which may function as a model for normative language. In order to study on-going sound change in standard spoken Danish and their socio-linguistic consequences, the paper investigates the production of a series of front...... to neighboring vowels as well as relating these results to the realization of (a) and (æ:) as observed in sociolinguistic interviews. These variables are of particular interest because they have been discussed as emblematic of substandard pronunciation for generations, and because the social evaluation...

  8. 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…

  9. 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…

  10. Suitability of the Social Skills Performance Assessment (SSPA) for the assessment of social skills in adults with autism spectrum disorders

    NARCIS (Netherlands)

    Verhoeven, E.W.M.; Smeekens, I.; Didden, H.C.M.

    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

  11. Specifying the Nature of Social Skill Deficits Associated with Depression.

    Science.gov (United States)

    Segrin, Chris

    1992-01-01

    Investigates the relationship between social skills and depression in a college student population. Finds that depression is associated with a partial social skill deficit, most notable in terms of excessive social anxiety, low motivation to communicate with others, low social expressivity, and diminished behavioral involvement. (PRA)

  12. 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.…

  13. 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…

  14. 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.

  15. 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 ...

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

    Science.gov (United States)

    Vidoni, Carla; Ulman, Jerome D.

    2012-01-01

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

  17. 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; ...

  18. 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…

  19. 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.

  20. Environmental influence on the development of social skills in children

    Directory of Open Access Journals (Sweden)

    Maria Luiza Marinho-Casanova

    2017-11-01

    Full Text Available The socially skillful behavior, known commonly as social skills, is related to a class of behaviors that enables the individual to satisfy adequately the demands of interpersonal situations. Self-control, cooperation, social availability, civility, empathy, and skillful academic practice are some of the behaviors pointed out by literature as being socially skillful. The development of such behaviors stems in childhood, during the interactions with their parents as well as with other adults, and afterwards with their peers during the first years of school. Some children who do not develop a socially skillful repertoire, may learn other behaviors that contribute to the establishment of negative interactions between them and the social group they live in. The aspects of children’s education discussed in this work can be used to subsidy professionals in guiding parents to prevent their children’s behavioral problems, thereby avoiding learning and socialization difficulties in childhood and adolescence.

  1. Representation of stable social dominance relations by human infants.

    Science.gov (United States)

    Mascaro, Olivier; Csibra, Gergely

    2012-05-01

    What are the origins of humans' capacity to represent social relations? We approached this question by studying human infants' understanding of social dominance as a stable relation. We presented infants with interactions between animated agents in conflict situations. Studies 1 and 2 targeted expectations of stability of social dominance. They revealed that 15-mo-olds (and, to a lesser extent, 12-mo-olds) expect an asymmetric relationship between two agents to remain stable from one conflict to another. To do so, infants need to infer that one of the agents (the dominant) will consistently prevail when her goals conflict with those of the other (the subordinate). Study 3 and 4 targeted the format of infants' representation of social dominance. In these studies, we found that 12- and 15-mo-olds did not extend their expectations of dominance to unobserved relationships, even when they could have been established by transitive inference. These results suggest that infants' expectation of stability originates from their representation of social dominance as a relationship between two agents rather than as an individual property. Infants' demonstrated understanding of social dominance reflects the cognitive underpinning of humans' capacity to represent social relations, which may be evolutionarily ancient, and may be shared with nonhuman species.

  2. 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…

  3. 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...

  4. 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.

  5. 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.…

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

    Science.gov (United States)

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

    2010-01-01

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

  7. The role of cognitive factors in childhood social anxiety: Social threat thoughts and social skills perception

    NARCIS (Netherlands)

    Niekerk, R.E. van; Klein, A.M.; Allart-van Dam, E.; Hudson, J.L.; Rinck, M.; Hutschemaekers, G.J.M.; Becker, E.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

  8. Social cognition and interaction training for patients with stable schizophrenia in Chinese community settings.

    Science.gov (United States)

    Wang, Yongguang; Roberts, David L; Xu, Baihua; Cao, Rifang; Yan, Min; Jiang, Qiongping

    2013-12-30

    Accumulated evidence suggests that Social Cognition and Interaction Training (SCIT) is associated with improved performance in social cognition and social skills in patients diagnosed with psychotic disorders. The current study examined the clinical utility of SCIT in patients with schizophrenia in Chinese community settings. Adults with stable schizophrenia were recruited from local community health institutions, and were randomly assigned to SCIT group (n = 22) or a waiting-list control group (n = 17). The SCIT group received the SCIT intervention plus treatment-as-usual, whereas the waiting-list group received only treatment-as-usual during the period of the study. All patients were administered the Chinese versions of the Personal and Social Performance Scale (PSP), Face Emotion Identification Task (FEIT), Eyes task, and Attributional Style Questionnaire (ASQ) at baseline of the SCIT treatment period and at follow-up, 6 months after completion of the 20-week treatment period. Patients in SCIT group showed a significant improvement in the domains of emotion perception, theory of mind, attributional style, and social functioning compared to those in waiting-list group. Findings indicate that SCIT is a feasible and promising method for improving social cognition and social functioning among Chinese outpatients with stable schizophrenia. © 2013 Elsevier Ireland Ltd. All rights reserved.

  9. England and Wales: Stable fertility and pronounced social status differences

    Directory of Open Access Journals (Sweden)

    Wendy Sigle-Rushton

    2008-07-01

    Full Text Available For nearly three decades, the total fertility rate in England and Wales has remained high relative to other European countries, and stable at about 1.7 births per woman. In this chapter, we examine trends in both period and cohort fertility throughout the twentieth century, and demonstrate some important differences across demographic and social groups in the timing and quantum of fertility. Breaking with a market-oriented and laissez-faire approach to work and family issues, the last 10 years have seen the introduction of new social and economic policies aimed at providing greater support to families with children. However, the effect of the changes is likely to be limited to families on the lower end of the income scale. Rather than facilitating work and parenthood, some policies create incentives for a traditional gendered division of labour. Fertility appears to have remained stable despite, rather than because of, government actions.

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

    Science.gov (United States)

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

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

  11. Social Skills and Depression in Adolescent Suicide Attempters.

    Science.gov (United States)

    Spirito, Anthony; And Others

    1990-01-01

    Explored relationship among depression, social skills, and suicidal behavior in 41 adolescents hospitalized in general medical setting following suicide attempt, comparing subjects to 40 nonsuicidal psychiatrically hospitalized adolescents. Two groups did not differ on Children's Depression Inventory or Matson Evaluation of Social Skills with…

  12. 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

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

    Science.gov (United States)

    Julian, Megan M.; McCall, Robert B.

    2016-01-01

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

  14. 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.

  15. 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…

  16. 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...

  17. 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…

  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 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.

  20. 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.

  1. 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.

  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. 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.

  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. Social skills in adolescence: psychopathology and sociodemographic variables

    OpenAIRE

    Von Hohendorff,Jean; Couto,Maria Clara Pinheiro de Paula; Prati,Laíssa Eschiletti

    2013-01-01

    This study aimed to investigate the relationship between social skills, psychopathology and sociodemographic characteristics among adolescents. Participants were 50 adolescents from Rio Grande do Sul, Brazil (30 girls and 20 boys, Mage=14 years, SD=1.61) who attended either a public or a private school. The participants answered a sociodemographic questionnaire, the social skills Inventory for Adolescents Del-Prette (frequency and difficulty) and, to assess symptoms of psychopathology, the Se...

  6. 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...

  7. 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.

  8. 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.

  9. 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 ...

  10. 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...

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

    Science.gov (United States)

    Freshman, Brenda; Rubino, Louis

    2004-01-01

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

  12. 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…

  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. Effectiveness of Small Group Social Skills Lessons with Elementary Students

    Science.gov (United States)

    Chupp, Amy I.; Boes, Susan R.

    2012-01-01

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

  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. Using a Cognitive-Process Approach To Teach Social Skills.

    Science.gov (United States)

    Collet-Klingenberg, Lana; Chadsey-Rusch, Janis

    This study evaluated a cognitive-process approach used to train three secondary-aged students with moderate mental retardation on a social skill involving response to criticism. The cognitive-process approach teaches a generative process of social behavior rather than specific component behaviors; relies on receptive and expressive language…

  17. Social Monitoring Matters for Deterring Social Deviance in Stable but Not Mobile Socio-Ecological Contexts.

    Science.gov (United States)

    Su, Jenny C; Chiu, Chi-Yue; Lin, Wei-Fang; Oishi, Shigehiro

    2016-01-01

    Previous research suggests that reputational concerns can incentivize cooperation and deter socially deviant behavior. The current research showed that social monitoring of information that has the potential to damage one's reputation has differential effects on deviant behavior in social-ecological environments that vary in level of mobility. Study 1 showed that residentially stable cities that employed more journalists-who can be regarded as social monitoring agents in a community-tended to have lower rates of violent crime than residentially stable cities that employed fewer journalists; by contrast, in residentially mobile cities, violent crime rates did not vary as a function of the number of journalists employed. In Study 2, we found that individual differences in perceptions of relational mobility moderated the effects of social monitoring on cheating in a die-under-cup game. Specifically, social monitoring cues reduced the likelihood of cheating but only among participants who perceived their immediate social environment to be low in relational mobility. The same results were replicated in Study 3, an experiment in which participants' perception of relational mobility was manipulated before completing an online maze game that allowed them to earn extra cash. In the low mobility condition, the percentage of participants who continued working on the mazes after reaching the time limit decreased as a function of social monitoring; however, this pattern was not observed in the high mobility condition. Together, our findings suggest that socioecological context matters for understanding effective mechanisms of social control.

  18. The teamwork skills of social pedagogues

    OpenAIRE

    Kajič, Katja

    2013-01-01

    Contemporary pedagogical approaches are based on team work. Team work is when a group is focused on a particular goal and members of the group work together with the purpose of fulfilling the goal. In the pedagogical field this means that at least two pedagogical workers are focused on the same students at the same time. For team work to be successful certain competences are needed. In the widest definition competences can be defined as knowledge, skills and strategies. For a competence t...

  19. 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…

  20. 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…

  1. 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…

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

    Science.gov (United States)

    Fenning, RM; Baker, BL; Juvonen, J

    2009-01-01

    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/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 across the two groups. Implications for ecologically focused prevention and intervention are discussed. PMID:21410465

  3. LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

    Science.gov (United States)

    Gershoff, Elizabeth

    2015-01-01

    Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

  4. 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...

  5. 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...

  6. 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.

  7. Exploring the social acceptability of skill-mix in dentistry.

    Science.gov (United States)

    Dyer, Thomas A; Robinson, Peter G

    2008-08-01

    To explore lay views on skill-mix in dentistry and the experiences and social acceptability of care provided by operating dental auxiliaries. Qualitative semistructured interviews and focus groups. Participants' homes and neutral public venues. Purposive sample of 27 adults ensuring varieties of age, social and cultural backgrounds. Three main themes emerged from the data. The first two (Perceptions of the Nature of Dental Services and Anxiety about Dental Treatment) influenced views in the third (Support for Skill-mix). Perceptions of the nature of services varied between and within participants and depended on the context in which they were being discussed. Consumerist views and greater dental anxiety tended to be related to lower support for skill-mix. However, the possibility of lower treatment costs was seen as beneficial. Public service views saw increased efficiency and access to services as benefits of skill-mix. Views on auxiliaries treating children varied from overt opposition to reluctant acceptance. The need for careful communication of the rationale for skill-mix was highlighted. Views on skill-mix varied. Dental anxiety and perceptions of the nature of dental services appeared to influence support of its use. Careful communication of the rationale and potential benefits of skill-mix is needed.

  8. Social problem solving and coping skills of medical students

    Directory of Open Access Journals (Sweden)

    Emel Yigit

    2016-12-01

    Full Text Available Purpose: The aim of this study was to evaluate medical students' social problem solving and coping skills. Material and Methods: In this correlational descriptive study, data were gathered from 457 medical students. Social Problem Solving Inventory and Social Problem Coping Behaviours Inventory were used. Results: The most preferred activities when the students face a problem were talking with friends (87.1%, talking with special persons (85.4%, sleeping (82.6%, talking with family members (81.6%, and eating (79.8%. The ratio of the behaviors that can be deemed risky were exhibiting aggressive and violent behaviors (18.9%, drinking alcohol (18.7%, smoking (17.6%, playing games of chance (16.9%, and using substance (3.8%. There was a positive relationship between total scores of Social Problem Solving Inventory and Social Problem Coping Behaviours Inventory. It is found that immature social problem solving ability has increased the risk of unfavourable behaviours by 3.1 fold. Conclusion: Social problem solving ability is significantly correlated with coping behaviours and may predict it. Medical students who are the doctors and the role models of the future need to develop their social problem solving skills in addition to clinical problem solving skills. [Cukurova Med J 2016; 41(4.000: 721-731

  9. 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…

  10. 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

  11. Social skills and social phobia: an investigation of DSM-IV subtypes.

    Science.gov (United States)

    Beidel, Deborah C; Rao, Patricia A; Scharfstein, Lindsay; Wong, Nina; Alfano, Candice A

    2010-10-01

    Social phobia is characterized as pervasive social timidity in social settings. Although much is known about this disorder, aspects of its clinical presentation remain unexplored, in particular characteristics that distinguish the generalized and non-generalized subtypes. For example, it remains unclear whether patients with the non-generalized subtype display social skills deficits in social interactions, and if so, are these deficits clinically, as well as statistically, significant? In this study, adults with either the non-generalized (NGSP; n=60) or generalized (GSP; n=119) subtype of social phobia and adults with no psychological disorder (n=200) completed an extensive behavioral assessment of social skill and social anxiety. As expected, adults with NGSP and GSP reported equal distress and displayed similar rates of avoidance during an Impromptu Speech Task when compared to adults with no disorder. In contrast, the three groups were distinctly different when interacting with another person in various social situations. Adults with NGSP displayed social skill deficits when compared to individuals with no disorder, but they had fewer deficits than the GSP subtype. However, the identified skill deficits were clinically as well as statistically significant only for the GSP subtype. The results are discussed in terms of the contribution of skill deficits to the conceptualization and treatment of social phobia. Copyright 2010 Elsevier Ltd. All rights reserved.

  12. 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…

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

    Science.gov (United States)

    Sani Bozkurt, Sunagul; Vuran, Sezgin

    2014-01-01

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

  14. 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…

  15. 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…

  16. 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.

  17. The Impact of Media Usage on Students’ Social Skills

    OpenAIRE

    Majid Zorofi; Amineh Sahranavard Gargari; Mostafa Geshlagi; Zohreh Tahvildar

    2011-01-01

    The present study explains the impact of internet usage on increasing students’ social skills (Assertiveness and Haughtiness) and its effects on their scientific success and on improving their social relations. It also suggests that students' abilities can be illustrated as a result of their using internet and other media such as cell phones etc. Many people and students are educated through using internet and media. It is the most obvious and inevitable element to experience this relation in...

  18. 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…

  19. 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.

  20. 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…

  1. Social Skill Training in an Integrated Preschool Program

    Science.gov (United States)

    Guglielmo, Hindi M.; Tryon, Georgiana Shick

    2001-01-01

    This study examined the effectiveness of a commercially available social skills training program plus classroom reinforcement for use with preschoolers with developmental delays. Two groups of 19 participants each received either the combined treatment package or classroom reinforcement of target behaviors only. An additional 20 participants…

  2. 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%…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Beach, Jason; Wendt, Jeremy

    2016-01-01

    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…

  9. 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

  10. Teachers' Expectations on Academic Achievement and Social Skills ...

    African Journals Online (AJOL)

    Teachers' expectation on academic achievement was positively correlated with their expectation on social skill and behaviour. Sex and training and/or courses on special needs education taken were not found to be contributing to their expectations. Though teaching experience could be established as influencing teacher ...

  11. 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,

  12. 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,

  13. 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…

  14. Social skills development among children with mental retardation ...

    African Journals Online (AJOL)

    The purpose of the study was to find out the extent to which special schools in Ghana enhance social skills development among children with mild and moderate mental retardation. Five special schools for the mentally retarded were used for the study. Fifty-eight teachers and one hundred children (100) formed the sample ...

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

    Science.gov (United States)

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

    2010-01-01

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

  16. Construct Validity and the Relation between Depression and Social Skill.

    Science.gov (United States)

    Cole, David A.; And Others

    1987-01-01

    Compared alternative methods for examining relationship between two constructs and estimated true relationship between social skill and depression. Data from 68 subjects suggest that multitrait-multimethod data sets, analyzed via confirmatory factor-analytic techniques, can greatly enhance theory testing and development. (Author/NB)

  17. 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…

  18. 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. 

  19. 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…

  20. 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…

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

    Science.gov (United States)

    Smangs, Mattias

    2010-01-01

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

  2. 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

  3. 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.

  4. 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,…

  5. 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…

  6. 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…

  7. The relationship between chronic otitis media-induced hearing loss and the acquisition of social skills.

    Science.gov (United States)

    Bidadi, Sanam; Nejadkazem, Mohammad; Naderpour, Masoud

    2008-11-01

    To investigate the effects of hearing loss caused by chronic otitis media (COM) on acquiring social skills. A case-control study of 90 patients, including patients with COM, age range 15-30 years, was conducted in the otorhinolaryngology ward of Tabriz University Hospital. Social skills were assessed with a social skills questionnaire. Social skill scores were found to be lower in hearing-impaired COM patients compared with the control group (P Social skill disabilities in patients with bilateral COM were more severe than in patients with unilateral COM and the controls (P social skills score and degree of hearing loss was significantly negative (P = 0.014, rho = -0.314). These data indicate an inverse relationship between hearing loss and social skills. Social skills and educational level of COM patients are affected because of hearing impairment. This study suggests that COM has effects on social development and education.

  8. 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.

  9. Social skills in children with intellectual disabilities with and without autism.

    Science.gov (United States)

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

    2005-05-01

    Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social skills, added to a measure of basic social skills with the Vineland Adaptive Behaviour Scales (VABS), in identifying children with ID with or without autism. Children with mild and moderate ID, with and without autistic symptomatology were compared on basic social skills, measured with the Communication and Socialization domains of the VABS, and subtle social skills, measured with the CSBQ. Measuring basic social skills is not sufficient in differentiating between levels of ID. Communicative skills and subtle social skills, that concern overlooking activities or situations and fear of changes in the existing situation, seem to play a far greater role. Additionally, with respect to identifying autistic symptomatology, basic social skills do not contribute, as opposed to communicative skills and the tendency to withdraw from others. The results implicate that the CSBQ not only has specific value as a measure of subtle social skills to identify pervasive developmental disorders, but that the instrument also has a specific contribution to differentiating between the two levels of ID. Furthermore, our outcomes imply a slight difference between limitations in subtle social skills as mentioned by the AAMR (American Association on Mental Retardation 2002) and limitations in subtle social skills as seen in milder forms of pervasive developmental disorders. Clinical and theoretical implications will be discussed.

  10. 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.

  11. A closer look at the relationship between the subdomains of social functioning, social cognition and symptomatology in clinically stable patients with schizophrenia.

    Science.gov (United States)

    Brown, Elliot Clayton; Tas, Cumhur; Can, Huseyin; Esen-Danaci, Aysen; Brüne, Martin

    2014-01-01

    Impairments in social functioning commonly seen in schizophrenia are thought to be mediated by deficits in the domains of social cognition. Some previous research has explored how social cognitive skills and psychotic symptoms are associated with social functioning, however these associations are still under debate. The main aim of this study was to investigate the relationship between different domains of social cognition and psychotic symptomatology, and also to look at the relationships with individual subdomains of social functioning within a clinically stable schizophrenia population. 45 outpatients were recruited and symptoms were assessed with the PANSS, and measures of emotion processing, affective and cognitive theory of mind (ToM), mental state reasoning attributional biases, and social functioning were taken. A correlational analysis was performed with the data. Following this, a regression analysis was used to reveal which domains of social cognition best predicted psychotic symptoms. In this stable group of patients, our results support the suggestion of a likely distinction between affective and cognitive components of ToM. The study also demonstrated that ToM and mental state reasoning were the best predictors of psychotic symptoms. Here we reveal that cognitive ToM had the most widespread relationship with social functioning, across multiple subdomains, while only some specific subdomains of social functioning correlated with other domains of social cognition and symptomatology. Further to this, positive symptoms were associated with much fewer subdomains of social functioning than negative and general symptoms. These findings imply that different aspects of social functioning may be served by different domains of social cognition and symptomatology. © 2014.

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

    Science.gov (United States)

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

    2013-01-01

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

  13. 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.

  14. 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).

  15. 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.

  16. 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…

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. 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...

  3. 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.

  4. 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.

  5. (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…

  6. 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.…

  7. (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

  8. 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…

  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. 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…

  11. 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].…

  12. 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…

  13. 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…

  14. 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…

  15. 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

  16. 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

  17. 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),…

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

    Science.gov (United States)

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

    2015-01-01

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

  19. 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 (psocial 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.

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

    Science.gov (United States)

    Lamb, Susan

    2015-07-01

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

  1. Social Competence and Social Skills Training for Persons with Mental Retardation: An Expansion of a Behavioral Paradigm.

    Science.gov (United States)

    Gumpel, Tom

    1994-01-01

    Social skills training practices for persons with mental retardation are summarized, along with reasons for their lack of maintenance and generalization. A cognitive-behavioral definition and model of social competence and social skills are described, which unify social learning concepts with recent research and practice and focus on their utility…

  2. 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…

  3. 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…

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. 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)

  10. 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…

  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. 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.

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

    Science.gov (United States)

    Hood, Julia Ann Kelly

    2011-01-01

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

  15. 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.

  16. 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.

  17. 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…

  18. 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…

  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. 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…

  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. 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...

  4. 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.

  5. Stable Early Maternal Report of Behavioral Inhibition Predicts Lifetime Social Anxiety Disorder in Adolescence

    Science.gov (United States)

    Chronis-Tuscano, Andrea; Degnan, Kathryn Amey; Pine, Daniel S.; Perez-Edgar, Koraly; Henderson, Heather A.; Diaz, Yamalis; Raggi, Veronica L.; Fox, Nathan A.

    2009-01-01

    The odds of a lifetime diagnosis of social anxiety disorder increased by 3.79 times for children who had a stable report of behavioral inhibition from their mothers. This finding has important implications for the early identification and prevention of social anxiety disorder.

  6. Social skills and perceived maternal acceptance-rejection in relation to depression in infertile women.

    Science.gov (United States)

    Yazdkhasti, Fariba

    2011-07-01

    This study examines the relationship between infertile women's social skills and their perception of their own mothers' acceptance or rejection, and the role this relationship plays in predicting self-reported depression. This was a correlational study. 60 infertile women aged 25 to 35 years participated in a self-evaluation. A Social Skills Inventory, Parental Acceptance and Rejection Questionnaire and Beck Depression Inventory were used to measure social skills, acceptance rejection and depression. Data was analyzed by SPSS software, using independent two-sample t test, logistic regression, and ANOVA. Findings showed that there are significant differences between depressed and not depressed infertile women in their perceptions of acceptance and rejection by their mothers. Further, women's perceptions of rejection are a more significant predictor of depression among less socially skilled infertile women than among those who are more socially skilled. Less socially skilled women did not show symptoms of depression when they experienced their mothers as accepting. In general the results of this study revealed that poorer social skills were more predictive of depression while good 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 moderated the effects of poorer social skills in predicting depression. Results suggest that the perception of mothers' rejection and poor social skills are the key factors that make infertile women prone to depression.

  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. 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…

  9. 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

  10. Gross Motor Profile and Its Association with Socialization Skills in Children with Autism Spectrum Disorders

    Directory of Open Access Journals (Sweden)

    Hardiono D. Pusponegoro

    2016-12-01

    Conclusion: Children with ASD had lower gross motor skills compared to typically developing children. Gross motor impairments were found in 20% of the ASD children, and these children also had lower socialization skills than those without gross motor impairments.

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

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

    Science.gov (United States)

    Elliott, Denise Marie

    2012-01-01

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

  17. 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.

  18. 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.

  19. [Cognitive and social skills are necessary for safe teamwork].

    Science.gov (United States)

    Pukk Härenstam, Karin; Gaffney, Drew

    2016-10-17

    Most safety-critical enterprises have programs for teaching and training non-technical skills to their employees. These skills must complement pure technical skills. Programs for teaching and introducing these skills (communication, leadership, teamwork, decision-making, handling of conflicts and feed-back) are developing also in health-care. It is important that non-technical skills in combination with technical skills are seen as the foundation when developing new and safer ways to do the daily work with patients.

  20. 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…

  1. 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.

  2. 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...

  3. Marital Satisfaction: The Role of Social Skills of Husbands and Wives

    OpenAIRE

    Villa, Miriam Bratfisch; Del Prette, Zilda Aparecida Pereira

    2013-01-01

    Among the multiple determinants of marital satisfaction, evidence points to the social skills of married couples. This study investigates the correlations between these constructs, cross-correlating data from husband and wives. A total of 406 married individuals, 188 men and 218 women, completed the Marital Satisfaction Scale, Social Skills Inventory (SSI-Del-Prette) and Marital Social Skills Inventory (MSSI-Villa&Del-Prette). The results revealed a significant correlation among the scores of...

  4. 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.

  5. An expansion of the peer-tutoring paradigm: cross-age peer tutoring of social skills among socially rejected boys.

    Science.gov (United States)

    Gumpel, T P; Frank, R

    1999-01-01

    We examined the effects of a cross-age peer-tutoring program on the social skills of 2 sixth-grade and 2 kindergarten socially rejected and isolated boys. Peer tutoring consisted of the older boys conducting social skills training with their younger tutees. The frequency of positive social interactions increased for all 4 boys, with maintenance of treatment gains following a 5-week interval.

  6. 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

    2018-03-01

    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 goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research.

  7. 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.).

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

    Science.gov (United States)

    Banister, Christina M; Meriac, John P

    2015-01-01

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

  9. Personality and social skills in human-dog interaction

    DEFF Research Database (Denmark)

    Meyer, Iben Helene Coakley

    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...... of dogs, and interaction with dogs. For the studies focusing on dog personality, the Dog Mentality Assessment (DMA) was used to estimate the dogs’ personality traits. The DMA is a highly standardized test battery measuring the dogs’ behavioural reactions on a set of subtests. Using factor analysis...... it is possible to derive a set of underlying personality traits explaining the variance in the dogs’ behavioural reactions on the DMA. To measure the quality of the dog-owner relationship, the Monash Dog Owner Relationship Scale was used. This questionnaire assesses both positive and negative aspects of the dog...

  10. Aggressiveness and Social Skills in Adolescence. A Conceptual Approach.

    Directory of Open Access Journals (Sweden)

    E. Norma Contini

    2016-03-01

    Full Text Available The aim of this article is to revise the concept of aggressiveness by defining the overlapping with other concepts, such as aggression, violence, hostility and anger. The subject is focused on adolescence since the relationship to others becomes relevant to defining identity at this stage. Some explanatory models are developed as they are considered important to understand the phenomenon and they provide concepts to approach the growing demand for psychological counselling. Among the theories, we can highlight the one which conceptualises aggressiveness as a dysfunction in social skills, in the interpersonal relationships that affect the adolescent’s overall health. Finally, the scope and limits of the theories are analysed and the possibility of integrating models which allow gaining a multidimensional perspective on aggressiveness as a scourge trending upwards in contemporary society is opened up. 

  11. 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…

  12. 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.

  13. 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.

  14. 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.

  15. 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

  16. 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…

  17. 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

    2015-07-02

    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. © 2015 SAGE Publications.

  18. 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…

  19. 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

  20. 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.

  1. 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

  2. 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…

  3. 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

  4. 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…

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

    Science.gov (United States)

    Whitted, Kathryn S.

    2011-01-01

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

  6. 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.

  7. Parenting Styles and Children's Social Skills as Perceived by Jordanian Mothers of Preschool Children

    Science.gov (United States)

    Abu Taleb, Tagreed Fathi

    2013-01-01

    This study examined the perceived parenting styles in a sample of Jordanian mothers and their perceptions of the social skills exhibited by their preschool children. The sample consisted of 802 ("N"=802) mothers who responded to a three-part questionnaire: demographic information, parenting styles, and social skills. The results of this…

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

    Science.gov (United States)

    Spjeldnes, Solveig; Koeske, Gary; Sales, Esther

    2010-01-01

    This study, conducted in 2004, investigated the direct effect of interparental conflict (IPC) about child-raising issues on the social skills of middle-class US children who attended a suburban preschool and the buffering effect of teacher support (n = 170). Findings indicated that greater IPC was associated with poorer child social skills. The…

  9. Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

    Science.gov (United States)

    Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

    2016-01-01

    This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

  10. In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990-2015

    Science.gov (United States)

    Cawthon, Stephanie W.; Fink, Bentley; Schoffstall, Sarah; Wendel, Erica

    2018-01-01

    Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks…

  11. Social Skills Group Training in High-Functioning Autism: A Qualitative Responder Study

    Science.gov (United States)

    Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven

    2016-01-01

    Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training.…

  12. Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

    Science.gov (United States)

    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…

  13. Social Skill Development and Academic Competence in Children with and without Intellectual Disability

    Science.gov (United States)

    Murphy, Marina

    2017-01-01

    Social skills and academic competence are key factors influencing children's development and functioning across early childhood and through adolescence. There is a great need to understand the longitudinal patterns of growth in social and academic skills in order to further inform intervention, particularly for at-risk groups such as individuals…

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

    Science.gov (United States)

    Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars

    2015-01-01

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

  15. 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…

  16. Social Skills Scores: The Impact of Primary School Population Characteristics and Parental Involvement

    Science.gov (United States)

    Dekker, Karien; Kamerling, Margje

    2017-01-01

    Purpose: The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach: The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000…

  17. 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.…

  18. 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…

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

    Science.gov (United States)

    Earls, Melissa K.

    2009-01-01

    The purpose of this study was to examine the effectiveness of Social Skills Group Play Therapy on remedying the social skills deficits of adolescent African-American males. Additionally, the study investigated whether age and grade level impacted the outcome of the intervention. The participants were adolescent African-American males ages 10 to…

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

    Science.gov (United States)

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

    2010-01-01

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

  1. 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…

  2. 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…

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

    Science.gov (United States)

    Kim, Young-il

    2003-01-01

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

  4. Promoting Self-Concept, Social Skills, and Interpersonal Relations: The Tootling Intervention.

    Science.gov (United States)

    Wilson, Patti; Rhymer, Katrina; Landis, Julie; Skinner, Christopher

    A project was undertaken to investigate the effects of tootling on social skills, self-concept, interpersonal relations, and classroom environment. The tootling intervention reinforces students for engaging in acts of kindness. Two fifth-grade classes participated in the study over a seven-week period. The Social Skills Rating System, the…

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

    Science.gov (United States)

    Sullivan, Amanda L.; Sadeh, Shanna S.

    2014-01-01

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

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

    Science.gov (United States)

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-01-01

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

  7. Social Skills in Preschool Children with Unilateral and Mild Bilateral Hearing Loss

    Science.gov (United States)

    Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars

    2017-01-01

    Hearing loss may represent a risk for developing social skills difficulties; however, little is known about the potential risk resulting from unilateral or mild bilateral hearing loss (UMHL). We compared the social skills of 14 children with UMHL and 21 children with moderate to severe hearing loss (MSHL) with those of 123 children with typical…

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

    Science.gov (United States)

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

    2014-01-01

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

  9. Rural Dilemmas in School-to-Work Transition: Low Skill Jobs, High Social Demands.

    Science.gov (United States)

    Danzig, Arnold

    1996-01-01

    Thirty-three employers in rural Arizona were interviewed concerning employer expectations, workplace opportunities, authority patterns, rewards, and social interaction at work regarding entry level workers directly out of high school. Available work was low skill with few rewards, yet demanded strong social skills and work ethic. Discusses…

  10. A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder

    NARCIS (Netherlands)

    van der Oord, S.; van der Meulen, J.A.J.; Prins, P.J.M.; Oosterlaan, J.; Buitelaar, J.K.; Emmelkamp, P.M.G

    2005-01-01

    The social skills rating system (SSRS) was developed to assess social skills of children, as observed by multiple raters (teacher, parent, child). Studies of the SSRS have been conducted with handicapped, mentally retarded and learning disabled children. No studies have reported the psychometric

  11. A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder.

    NARCIS (Netherlands)

    Oord, S. van der; Meulen, E.M. van der; Prins, P.J.; Oosterlaan, J.; Buitelaar, J.K.; Emmelkamp, P.M.G.

    2005-01-01

    The social skills rating system (SSRS) was developed to assess social skills of children, as observed by multiple raters (teacher, parent, child). Studies of the SSRS have been conducted with handicapped, mentally retarded and learning disabled children. No studies have reported the psychometric

  12. Social Skills Differences among Attention-Deficit/Hyperactivity Disorder Types in a Chat Room Assessment Task

    Science.gov (United States)

    Mikami, Amori Yee; Huang-Pollock, Cynthia L.; Pfiffner, Linda J.; McBurnett, Keith; Hangai, Dana

    2007-01-01

    This study assessed social skills in 116 children aged 7-12 with ADHD-Combined Type (ADHD-C; n=33), ADHD-Inattentive Type (ADHD-I; n=45), and comparison children (n=38), with consideration of the role sluggish cognitive tempo (SCT) symptoms play in distinguishing profiles. Social skills were assessed using a novel computerized chat room task, in…

  13. Social Skills Assessment and Intervention Review and Recommendations for School Practitioners

    Science.gov (United States)

    Luiselli, James K.; McCarty, Joseph; Coniglio, Jennifer; Zorilla-Ramirez, Claudia; Putnam, Robert F.

    2005-01-01

    We present a "practitioner's guide" to social skills assessment and intervention with students attending public schools. Important characteristics of assessment instruments are discussed, including psychometric properties and strategies applicable to school settings. We then review several social skills assessment protocols and rating scales that…

  14. Scientific Thinking in Elementary School: Children's Social Cognition and Their Epistemological Understanding Promote Experimentation Skills

    Science.gov (United States)

    Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

    2017-01-01

    Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding…

  15. Education of Social Skills among Senior High School Age Students in Physical Education Classes

    Science.gov (United States)

    Akelaitis, Arturas V.; Malinauskas, Romualdas K.

    2016-01-01

    Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

  16. The interventions in social skills: review and analysis from a health point of view

    Directory of Open Access Journals (Sweden)

    Ana Betina Lacunza

    2015-07-01

    Full Text Available The literature indicates that social skills are acquired through learning. On many occasions, the inhibition of social behavior or the aggressive manifestations can minimize the opportunities of children and/ or adolescents to relate using assertive behavior. For these social deficits, the interventions turn out to be effective, teaching and training more effective skills, which can give more possibilities to learn, to mature and to be happy. The aim of work was to analyze the particularities that the designs of intervention in social skills. Both conceptual and methodological aspects were reviewed, and intervention experiences within the infant and juvenile population were described. We work with a review of empirical papers, from Latin America, published between 2005-2011. It was found that the designs showed changes in the social skills of the participants, particularly in those with social deficits. As a conclusion, the contribution of these empirical experiences in the development of social healthy behavior is highlighted.

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

    Science.gov (United States)

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

    2017-12-01

    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 development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field.

  18. Prospective Associations Between Friendship Adjustment and Social Strategies: Friendship as a Context for Building Social Skills

    Science.gov (United States)

    Glick, Gary C.; Rose, Amanda J.

    2012-01-01

    The proposal that friendships provide a context for the development of social skills is widely accepted. Yet little research exists to support these claims. In the present study, children and adolescents (N = 912) were presented with vignettes in which their friend encountered a social stressor and they could help the friend and vignettes in which they encountered a stressor and could seek help from the friend. Social strategies in response to these vignettes were assessed in the fall and spring of the school year. Notably, different indicators of friendship adjustment had unique effects on youths’ strategies in response to helping tasks. Whereas having more friends predicted decreases in avoidant or hostile strategies, having high-quality friendships predicted emotionally-engaged strategies that involved talking about the problem. Moreover, whereas having more friends predicted increases in relatively disengaged strategies, like distraction and acting like the problem never happened, having high-quality predicted decreases in these strategies. The present study also tested whether youths’ strategies in fall predicted changes in friendship adjustment by the spring. Only strategies which may be seen as major friendship transgressions (i.e., avoiding or blaming the friend when the friend encounters a problem) predicted changes in friendship over time. Collectively, these results provide important new information on the interplay between social competencies and friendship experiences and suggest that friendships may provide a critical venue for the development of important relationship skills. PMID:21443336

  19. The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

    Directory of Open Access Journals (Sweden)

    Fatemeh Golzari

    2015-12-01

    Full Text Available The present study aimed to investigate the effect of a social stories intervention on the social skills of male students with autistic spectrum disorder (ASD. The sample included 30 male students with ASD who were selected through convenience sampling and randomly assigned to an experimental group (n = 15 or a control group (n = 15. The social skills of both groups were assessed pre- and post-test using Stone and colleagues’ Social Skills Scale (which included subscales for understanding/perspective-taking, initiating interactions, responding to interactions, and maintaining interactions. The experimental group participated in 16 sessions of social stories training, while the control group did not. Overall, the results showed that the social stories intervention improved the social skills of the children with ASD in the experimental group compared with the control group. The effects of the social stories intervention were mostly evident in the subscales for understanding/perspective-taking, initiating interactions, and maintaining interactions with others. The social stories intervention had no effect on the subscale assessing ability to respond to others. The study findings emphasize the effectiveness of the social stories intervention in improving the social skills of children with ASD, which may be used by teachers, parents, or professionals who work with such children.

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

    Science.gov (United States)

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-05-01

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

  1. An Examination of Characteristics Related to the Social Skills of Youths with Visual Impairments

    Science.gov (United States)

    Zebehazy, Kim T.; Smith, Thomas J.

    2011-01-01

    From an early age, children with visual impairments can be at a disadvantage for developing social skills. Since vision plays a role in the early development of social behaviors and of social cognition, the lack of visual cues could lead to difficulties in initiating and maintaining social interactions. The study presented here investigated…

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

    Science.gov (United States)

    Diprete, Thomas A; Jennings, Jennifer L

    2012-01-01

    Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

  3. Social skills headteachers of schools centers. Las habilidades sociales en directores de centros escolares

    Directory of Open Access Journals (Sweden)

    Margarita Salvador

    2009-10-01

    Full Text Available

    This study aims to discover the extent of public school directors have developed and practiced their social skills, in performing his managerial functions, to plan and propose, based on the results, the training necessary additions to the exercise such leadership reach higher levels of efficiency. The sample was composed of 99 directors of schools of Public Elementary and Secondary Education, in the provinces of Granada and Almeria. The results obtained in this research provide us with reliable knowledge, hitherto non-existent, the profiles that characterize the current directors of schools, in their social and interpersonal skills. A summary of results is as follows: a half of the principals (49% obtained scores that are above the 75 centile, in behavior and social skills assertion b nearly half of the directors in our sample are characterized by implementing social skills, through behavior, where the "self-expression", "say no", "initiate interactions” and “express their anger", are the most relevant components and c the level of the center, the number of students at the school and the old director has made some significant differences.


    Key words: Social skills, school directors, managerial function, leadership.

    Este estudio pretende conocer, en qué medida los directores escolares de centros públicos tienen desarrolladas y practican las habilidades sociales en el desempeño de sus funciones directivas, con objeto de planificar y proponer, en función de los resultados, los necesarios complementos formativos, para que el ejercicio de dicha función directiva alcance niveles más altos de eficacia. La muestra ha estado compuesta por 99 directores, de Centros Educativos Públicos de Primaria y Secundaria, de las provincias de Granada y Almería. Los resultados obtenidos en esta investigación nos proporcionan un conocimiento fiable, hasta ahora inexistente, sobre los perfiles que caracterizan a los

  4. 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…

  5. A pilot six-week randomized controlled trial of oxytocin on social cognition and social skills in schizophrenia.

    Science.gov (United States)

    Gibson, Clare M; Penn, David L; Smedley, Kelly L; Leserman, Jane; Elliott, Tonya; Pedersen, Cort A

    2014-07-01

    The current study explored whether oxytocin can improve social cognition and social skills in individuals with schizophrenia using a six-week, double-blind design. Fourteen participants with schizophrenia were randomized to receive either intranasal oxytocin or a placebo solution and completed a battery of social cognitive, social skills and clinical psychiatric symptom measures. Results showed within group improvements in fear recognition, perspective taking, and a reduction in negative symptoms in the oxytocin group. These preliminary findings indicate oxytocin treatment may help improve certain components of functioning in schizophrenia. Implications for the treatment of social functioning in schizophrenia are discussed. Published by Elsevier B.V.

  6. Intrusive fathering, children's self-regulation and social skills: a mediation analysis.

    Science.gov (United States)

    Stevenson, M; Crnic, K

    2013-06-01

    Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This study examined the pathway of influence among paternal intrusive behaviour, child social skills and child self-regulatory ability, testing a model whereby child regulatory behaviour mediates relations between fathering and child social skills. Participants were 97 families of children with early identified DD enrolled in an extensive longitudinal study. Father and mother child-directed intrusiveness was coded live in naturalistic home observations at child age 4.5, child behaviour dysregulation was coded from a video-taped laboratory problem-solving task at child age 5, and child social skills were measured using independent teacher reports at child age 6. Analyses tested for mediation of the relationship between fathers' intrusiveness and child social skills by child behaviour dysregulation. Fathers' intrusiveness, controlling for mothers' intrusiveness and child behaviour problems, was related to later child decreased social skills and this relationship was mediated by child behaviour dysregulation. Intrusive fathering appears to carry unique risk for the development of social skills in children with DD. Findings are discussed as they related to theories of fatherhood and parenting in children with DD, as well as implications for intervention and future research. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  7. Social skills group training in high-functioning autism: A qualitative responder study.

    Science.gov (United States)

    Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven

    2016-11-01

    Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training ("KONTAKT"). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N = 22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. © The Author(s) 2016.

  8. Testing the social dog hypothesis: are dogs also more skilled than chimpanzees in non-communicative social tasks?

    Science.gov (United States)

    Wobber, Victoria; Hare, Brian

    2009-07-01

    Relative to non-human primates, domestic dogs possess a number of social skills that seem exceptional-particularly in solving problems involving cooperation and communication with humans. However, the degree to which dogs' unusual skills are contextually specialized is still unclear. Here, we presented dogs with a social problem that did not require them to use cooperative-communicative cues and compared their performance to that of chimpanzees to assess the extent of dogs' capabilities relative to those of non-human primates. We tested the abilities of dogs and chimpanzees to inhibit previously learned responses by using a social and a non-social version of a reversal learning task. In contrast to previous findings in cooperative-communicative social tasks, dogs were not more skilled on the social task than the non-social task, while chimpanzees were significantly better in the social paradigm. Chimpanzees were able to inhibit their prior learning better and more quickly in the social paradigm than they were in the non-social paradigm, while dogs took more time to inhibit what they had learned in both versions of the task. These results suggest that the dogs' sophisticated social skills in using human social cues may be relatively specialized as a result of domestication.

  9. Effects of Mother-Delivered Social Stories and Video Modeling in Teaching Social Skills to Children with Autism Spectrum Disorders

    Science.gov (United States)

    Acar, Cimen; Tekin-Iftar, Elif; Yikmis, Ahmet

    2017-01-01

    An adapted alternating treatments design was used to compare mother-developed and delivered social stories and video modeling in teaching social skills to children with autism spectrum disorder (ASD). Mothers' opinions about the social validity of the study were also examined. Three mother-child dyads participated in the study. Results showed that…

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

    Science.gov (United States)

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

    2014-01-01

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

  11. The Effectiveness of Using a Social Story Intervention to Improve Social Interaction Skills of Students with Autism

    Science.gov (United States)

    Al zyoudi, Mohammed; Al Murhairi, Oshua; Sartaiwi, AbedAlziz; Olimat, Enas; Al zyoudi, Abedsalm

    2016-01-01

    The aim of this study was to evaluate the effectiveness of using a social story intervention to improve social interaction skills in three students with autism aged between 7-8 years. A multiple-baseline-across participants design was used. To achieve the purpose of the study, the social stories were implemented. The intervention included reading…

  12. 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, ...

  13. INFLUENCE OF SELF AWARENESS ON SOCIAL SKILLS-AS A PART OF EMOTIONAL QUOTIENT

    OpenAIRE

    Dr Nidhi Deouskar

    2017-01-01

    Self awareness is the capability to understand the emotions and their realization which helps us to manage ourselves better individually as well as socially. The development of good interpersonal skills is paramount to success in our life and career. In today’s well-connected world, everyone has immediate access to products developed through complex technology. Technology has also helped to strengthen social media through which these days people interact, hence social skills have become mo...

  14. Nonverbal Social Skills of Adults with Mild Intellectual Disability Diagnosed with Depression

    OpenAIRE

    Hartley, Sigan L.; Birgenheir, Denis

    2009-01-01

    Depression is one of the most common psychiatric disorders in adults with intellectual disability (ID), yet little is known about depressive behaviors in an ID population. This study examined the nonverbal social skills of 18 adults with mild ID diagnosed with depression and a matched sample of adults with mild ID without depression. Nonverbal social skills were coded from videotapes of actual social interactions. Results indicate that adults with mild ID diagnosed with depression evidence a ...

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

    OpenAIRE

    Yazdkhasti, Fariba

    2011-01-01

    Background This study examines the relationship between infertile women’s social skills and their perception of their own mothers’ acceptance or rejection, and the role this relationship plays in predicting self-reported depression. Materials and Methods This was a correlational study. 60 infertile women aged 25 to 35 years participated in a self-evaluation. A Social Skills Inventory, Parental Acceptance and Rejection Questionnaire and Beck Depression Inventory were used to measure social ski...

  16. Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavior problems.

    Science.gov (United States)

    Walz, Nicolay Chertkoff; Yeates, Keith Owen; Wade, Shari L; Mark, Erin

    2009-01-01

    To examine social information processing (SIP) skills, behavior problems, and social competence following adolescent TBI and to determine whether SIP skills were predictive of behavior problems and social competence. Cross-sectional analyses of adolescents with TBI recruited and enrolled in a behavioral treatment study currently in progress. Two tertiary care children's hospitals with Level 1 trauma centers. Adolescents aged 11 to 18 years with severe TBI (n=19) and moderate TBI (n=24) who were injured up to 24 months prior to recruitment. TBI severity, race, maternal education, and age at testing. a measure of SIP skills, Child Behavior Checklist (CBCL), Youth Self Report (YSR), and Home and Community Social Behavior Scale (HCSBS). The severe TBI group did not obtain significantly lower scores on the SIP measures than the moderate TBI group. In comparison to adolescents with moderate TBI, those with severe TBI had significantly more parent-reported externalizing behaviors and self-reported weaknesses in social competence. SIP skills were strong predictors of problems and social competence in adolescents with TBI. More specifically, an aggressive SIP style predicted externalizing problems and a passive SIP style predicted internalizing problems. Both passive and aggressive SIP skills were related to social competence and social problems. Adolescents with TBI are at risk for deficits in social and behavioral outcomes. SIP skills are strongly related to behavior problems and social competence in adolescents with TBI. SIP skills, social competence, and behavior problems are important targets for intervention that may be amenable to change and lead to improved functional outcomes following TBI.

  17. Pilot evaluation of the Frankfurt Social Skills Training for children and adolescents with autism spectrum disorder.

    Science.gov (United States)

    Herbrecht, Evelyn; Poustka, Fritz; Birnkammer, Sabine; Duketis, Eftichia; Schlitt, Sabine; Schmötzer, Gabriele; Bölte, Sven

    2009-06-01

    The objective of this pilot study was to evaluate the effectiveness of a group-based intervention aiming at improving social and communication skills in individuals with autism spectrum disorder. Over a period of 11 months, N = 17 children and adolescents received treatment according to the manualised Frankfurt Social Skills Training (KONTAKT). Parent, teacher, expert and blind expert ratings were assessed to judge outcome regarding peer interaction, autistic behaviours, adaptive functioning and family burden. The participants exhibited improvements pre to follow-up treatment, particularly in the area of autistic symptomatology. Effect sizes (partial eta squared) ranged from 0.02 to 0.69. Among other things, regression models showed a positive influence of IQ and language skills on gains in social skills. Findings indicate that KONTAKT might be useful for enhancing social skills and reducing autism-related psychopathology over time in different contexts. Nevertheless, controlled trials are needed to reassure its effectiveness.

  18. Social skills deficits as a mediator between PTSD symptoms and intimate partner aggression in returning veterans.

    Science.gov (United States)

    LaMotte, Adam D; Taft, Casey T; Weatherill, Robin P; Eckhardt, Christopher I

    2017-02-01

    This study examined social skills deficits as a mediator of the relationship between posttraumatic stress disorder (PTSD) symptoms and use of intimate partner aggression (IPA) among returning veterans. Prior research with veterans has focused on PTSD-related deficits at the decoding stage of McFall's (1982) social information processing model, and the current study adds to this literature by examining social skills deficits at the decision stage. Participants were 92 male veterans recruited from the greater Boston area. PTSD symptoms were assessed through clinician interview, IPA use was assessed through self- and partner report, and social skills deficits were assessed in a laboratory task in which veterans listened to a series of problematic marital situations and responded with what they would say or do in the situation. Responses were coded for social competency. Bivariate correlations revealed several significant associations among PTSD symptoms, social skills deficits, and use of IPA. When all PTSD symptom clusters were entered into a regression predicting social skills deficits, only emotional numbing emerged as a unique predictor. Finally, social skills deficits significantly mediated the relationship between veterans' PTSD symptoms and use of psychological (but not physical) IPA. Findings extend prior research on McFall's (1982) social information processing model as it relates to veterans' PTSD symptoms and use of IPA. More research is needed to understand the associations between PTSD symptoms and deficits at each individual step of this model. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  19. The association between social skills deficits and family history of mood disorder in bipolar I disorder.

    Science.gov (United States)

    Fernandes, Francy B F; Rocca, Cristiana C; Gigante, Alexandre D; Dottori-Silva, Paola R; Gerchmann, Luciana; Rossini, Danielle; Sato, Rodrigo; Lafer, Beny; Nery, Fabiano G

    2018-03-26

    To compare social skills and related executive functions among bipolar disorder (BD) patients with a family history of mood disorders (FHMD), BD patients with no FHMD and healthy control (HCs). We evaluated 20 euthymic patients with FHMD, 17 euthymic patients without FHMD, and 31 HCs using the Social Skills Inventory (SSI) and a neuropsychological battery evaluating executive function, inhibitory control, verbal fluency and estimated intelligence. Both BD groups had lower SSI scores than controls. Scores for one subfactor of the social skills questionnaire, conversational skills and social performance, were significantly lower among patients with FHMD than among patients without FHMD (p = 0.019). Both groups of BD patients exhibited significant deficits in initiation/inhibition, but only BD patients with FHMD had deficits in verbal fluency, both compared to HC. There were no associations between social skills questionnaire scores and measures of cognitive function. Euthymic BD patients have lower social skills and executive function performance than HC. The presence of FHMD among BD patients is specifically associated with deficits in conversational and social performance skills, in addition to deficits in verbal fluency. Both characteristics might be associated with a common genetically determined pathophysiological substrate.

  20. Relations of mother's sense of coherence and childrearing style with child's social skills in preschoolers.

    Science.gov (United States)

    Hosokawa, Rikuya; Katsura, Toshiki; Shizawa, Miho

    2017-01-01

    We examined the relationships between mothers' sense of coherence (SOC) and their child's social skills development among preschool children, and how this relationship is mediated by mother's childrearing style. Mothers of 1341 Japanese children, aged 4-5 years, completed a self-report questionnaire on their SOC and childrearing style. The children's teachers evaluated their social skills using the social skills scale (SSS), which comprises three factors: cooperation, self-control, and assertion. Path analyses revealed that the mother's childrearing mediated the positive relationship between mother's SOC and the cooperation, self-control, and assertiveness aspects of children's social skills. Additionally, there was a significant direct path from mother's SOC to the self-control component of social skills. These findings suggest that mother's SOC may directly as well as indirectly influence children's social skills development through the mediating effect of childrearing. The results offer preliminary evidence that focusing on support to improve mothers' SOC may be an efficient and effective strategy for improving children's social skills development.

  1. Marital Satisfaction: The Role of Social Skills of Husbands and Wives

    Directory of Open Access Journals (Sweden)

    Miriam Bratfisch Villa

    2013-09-01

    Full Text Available Among the multiple determinants of marital satisfaction, evidence points to the social skills of married couples. This study investigates the correlations between these constructs, cross-correlating data from husband and wives. A total of 406 married individuals, 188 men and 218 women, completed the Marital Satisfaction Scale, Social Skills Inventory (SSI-Del-Prette and Marital Social Skills Inventory (MSSI-Villa&Del-Prette. The results revealed a significant correlation among the scores of the three instruments, confirming the relationship between marital satisfaction and the social skills of married couples. In the cross-correlations, three classes of marital social skills (proactive self-control, reactive self-control and expressiveness/empathy were more strongly correlated to husbands’ marital satisfaction, and husbands’ three social skills (assertive conversation, self-assertiveness and expressiveness/empathy were correlated with wives’ marital satisfaction. Gender differences concerning the importance of one spouse’s social skills leading to the other spouse’s satisfaction are stressed as an item to be used in detailed diagnostics and effective interventions with couples. Some issues for future research are also discussed.

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

    Science.gov (United States)

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

    2014-01-01

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

  3. Teaching and Learning Basic Social Studies Skills, Grades 7-12. Teacher and Pupil Resource Materials No. 311.

    Science.gov (United States)

    Flowers, Emily

    This manual contains 56 teacher-developed activities which can be used in social studies courses to improve students' basic skills. The activities teach location and map skills, writing and study skills, time skills, and thinking skills. Students also learn how to use reference books and how to read and interpret charts and graphs. Each activity…

  4. The Influence of Treatment Motivation on Outcomes of Social Skills Training for Juvenile Delinquents.

    Science.gov (United States)

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

    2018-01-01

    This study examined the influence of treatment motivation on posttreatment effectiveness of an outpatient, individual social skills training for juvenile delinquents imposed as a penal sanction. Propensity score matching was used to match a control group of juveniles receiving treatment as usual ( n = 108 of total N = 354) to a treatment group of juveniles receiving Tools4U, a social skills training with a parental component ( N = 115). Treatment motivation was examined as a moderator and predictor of treatment effects on impulsivity, social perspective-taking, social problem-solving, lack of critical reasoning, developmental task-related skills, and parenting skills. Treatment effects were mostly consistent across juveniles with different levels of treatment motivation. Only one moderating effect was found on active tackling (i.e., actively addressing problems), and predictive effects were found on seeking social support, cognitive empathy, hostile intent attribution, and self-centeredness. Implications for further research are discussed.

  5. Social Skills and Satisfaction with Social Relationships in Home-Schooled, Private-Schooled, and Public-Schooled Children

    Science.gov (United States)

    McKinley, Marcia J.; Asaro, Jesika N.; Bergin, Jamie; D'Auria, Nicole; Gagnon, Katherine E.

    2007-01-01

    Despite the fact that 1.5 to 2.1 million children are home-schooled, there is limited research on the impact of home-schooling on children's social skills. This study compares 53 home-schooled, 49 private-schooled, and 48 public-schooled children between the ages of 8 and 12 on social skills, as measured by the Parent and Student Forms of the…

  6. Developing Argument Skills across Scientific and Social Domains

    Science.gov (United States)

    Iordanou, Kalypso

    2010-01-01

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

  7. Exploring the Interaction of Motor and Social Skills With Autism Severity Using the SFARI Dataset.

    Science.gov (United States)

    Colombo-Dougovito, Andrew M; Reeve, Ronald E

    2017-04-01

    Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social skills. A multivariate analysis of variance analysis of 483 children with autism ( N = 444) and ASD ( N = 39) revealed a nonsignificant difference between groups. Results suggest little difference between severity groups on gross motor and social skills within the limited age range of the participants (about 5.6 years of age).

  8. The effect of physical education intensive classes on social skills and self-efficacy

    OpenAIRE

    野口, 和行; 村山, 光義; 村松, 憲; 板垣, 悦子; 東海林, 祐子

    2015-01-01

    The purpose of this study was to clarify the change of social skills and self-efficacy in the students who take physical education classes in university and difference among form of the classes ; physical education intensive course, physical education course conducting once a week and lecture course. We measured social skills and self-efficacy using Kikuchi's Social Skill Scale (KiSS-18) and the General Self Efficacy Scale (GSES). The results are as follows :1) Regardless of the kind of the c...

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

    Science.gov (United States)

    Ogilvie, Christine R.

    2011-01-01

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

  10. 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…

  11. Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting

    Science.gov (United States)

    Morgan, Joseph John; Dobbins, Nicole; Hsiao, Yun-Ju; Brown, Nancy; Higgins, Kyle

    2015-01-01

    Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of…

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

    Science.gov (United States)

    Walton, Katherine M.; Ingersoll, Brooke R.

    2013-01-01

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

  13. Differences on the Level of Social Skills between Freshman Computer Gamers and Non-Gamers

    Directory of Open Access Journals (Sweden)

    Joseph B. Campit

    2015-02-01

    Full Text Available Computer games play a large role in socialization and the consequences of playing them have been a topic of debates. This observation led the researcher to conduct the study about the influence of computer games on the social skills of the BSIT first year students of Pangasinan State University, Bayambang Campus, during school year 2012-2013. This study determined the profile of the 115 BSIT first year students according to: preferred computer games and frequency of playing. It investigated the level of social skills among playing and non-playing gamers. This study used the descriptive-comparative method of research. It was found out that crossfire was the most preferred computer game played at least once a week. Computer gamers had lower social skills than non-computer gamers. Gamers have more negative social behaviors compared to non-gamers and there is a negative effect of playing computer games on the level of social skills among first year students. There is a significant difference in the level of social skills of the students when grouped according to frequency of playing computer games. Students who play computer games everyday had significantly lower social skills than who play once a week. Thus, parents and teachers should give proper guidance in the limitation of playing computer games and the choice of games. Teachers should organize seminars on the awareness of the influence and negative effects of violent computer games on social skills. And students should choose educational over violent games to enhance their knowledge and social skills.

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

    Science.gov (United States)

    Bullis, Michael; Foss, Gilbert

    1986-01-01

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

  15. Social skills in children with intellectual disabilities with and without autism

    NARCIS (Netherlands)

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

    Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social

  16. Developing Preschoolers' Social Skills: The Effectiveness of Two Educational Methods

    Science.gov (United States)

    Smogorzewska, Joanna; Szumski, Grzegorz

    2018-01-01

    This study tested whether and how methods called 'Play Time/Social Time' and 'I Can Problem Solve' contribute to the improvement of social skills and the development of theory of mind (ToM) in children. The participants in the experiment were nearly 200 (N = 196) preschool children with low social functioning, with and without disabilities. The…

  17. THE RELATIONSHIP BETWEEN SOCIAL SKILLS AND PSYCHOSOCIAL FUNCTIONING IN EARLY ADOLESCENCE

    NARCIS (Netherlands)

    BIJSTRA, JO; BOSMA, HA; JACKSON, S

    This study discusses the relationship between adolescents' social skills and four indicators of psycho-social functioning, viz. self-esteem, well-being, coping and social support. A total of 660 adolescents, 13-15 years of age, responded to a series of self-report measures which referred to these

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

    Science.gov (United States)

    Raynor, Peter; Vanstone, Maurice

    2016-01-01

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

  19. The comparison of social skill levels of team sports athletes and individual sport athletes

    Directory of Open Access Journals (Sweden)

    Fatma Çepikkurt

    2017-06-01

    Full Text Available Aim: The study is to compare the level of social skills scores of undergraduate students at Mersin University School of Physical Education and Sports according to sport types, gender and class levels. Material and Methods: To test the main hypothesis, a total of 112 student- athletes (47 female and 65 male, performing individual and team sports from the Mersin University School of Physical Education and Sports were involved in this study. Data were collected by ‘Social Skills Inventory” developed by Riggio (1986, 1989 and adapted to Turkish by Yüksel (1998. Results: T -test results showed that the mean scores of 6 sub-dimensions of social skills scale does not change with regard to types of sports. But, there were significant differences of mean scores of social control changes with respect to gender and this score was higher for female athletes compared to male counterparts. Moreover, the results of Kruskal Wallis Analysis indicated that there was a significant difference in all sub dimensions except emotional awareness subscale compared to class level. First year students had the highest scores in terms of emotional expressivity, emotional control, social expressivity, social awareness, and social control. Conclusion: It could be stated that women are more successful in social skills, although the level of social skills of student-athletes does not differ according to sport.

  20. Social Skills Training for Adults with Mental Retardation in Job-Related Settings.

    Science.gov (United States)

    Huang, Weihe; Cuvo, Anthony J.

    1997-01-01

    Discusses the rationale for social-skills training for workers with mental retardation. Offers definitions and behavioral standards of these skills and differences in the interaction patterns between workers with and without mental retardation. Critically reviews various intervention strategies. Makes recommendations on how to introduce…

  1. The Teacher's Role in the Selection of Social Skills with BD Secondary School Students.

    Science.gov (United States)

    Royer, Egide

    A study of 15 eighth graders with behavioral disorders in Quebec evaluated the effectiveness of a social and school-related skills training program in which goals were decided by the students, their teachers, and their parents. A first year pilot study assessed the effect of parent and teacher participation in the selection of skills to be learned…

  2. Teaching Social Play Skills to Adults and Children with Autism as an Approach to Building Rapport

    Science.gov (United States)

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

    2016-01-01

    Adults with autism spectrum disorder (ASD) and no intellectual disabilities were taught to increase the social play skills of children with ASD as part of a vocational training program. Participants included 3 adults, aged 21 to 27 years, and 6 children with ASD. Probes conducted throughout the study evaluated whether play skills training affected…

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

    Science.gov (United States)

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

    2014-01-01

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

  4. 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

  5. Psychordrama Effect on Social Skills and Self Esteem of Schizophrenic Patients

    Directory of Open Access Journals (Sweden)

    Parviz Mowlavi

    2009-07-01

    Conclusion: Execution of psychodrama significantly affects social skills and self-esteem of patients with schizophrenia. This is significantly higher in the patients of type I in comparison with type II.

  6. Some children with autism have latent social skills that can be tested

    Czech Academy of Sciences Publication Activity Database

    Hrdlička, M.; Urbánek, Tomáš; Vacová, M.; Beranová, Š.; Dudová, I.

    2017-01-01

    Roč. 13, March (2017), s. 827-833 ISSN 1178-2021 Institutional support: RVO:68081740 Keywords : autism * latent social skills * Autism Diagnostic Interview – Revised * Autism Diagnostic Observation Schedule * prediction Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.198, year: 2016 https://www.dovepress.com/some- children -with-autism-have-latent-social-skills-that-can-be-tested-peer-reviewed-article-NDT

  7. Social Networking Among Youth and Their Communication and Conflict Resolution Skills

    OpenAIRE

    Mistry DR; Verma M; Vyas SN; Kantharia SL

    2014-01-01

    Introduction: New digital media have dramatically altered the communication landscape, especially for youth. “Indian web users spend 26 minutes online each day”. This study is concerned with effect of social networking on youth regarding potential risk, safety, wellbeing & skill development because they are still maturing & forming the ability to attain & implement communication & conflict resolution skill on interpersonal level. Aim & objective: To explore the impact of social networking on ...

  8. Some children with autism have latent social skills that can be tested

    Czech Academy of Sciences Publication Activity Database

    Hrdlička, M.; Urbánek, Tomáš; Vacová, M.; Beranová, Š.; Dudová, I.

    2017-01-01

    Roč. 13, March (2017), s. 827-833 ISSN 1178-2021 Institutional support: RVO:68081740 Keywords : autism * latent social skills * Autism Diagnostic Interview – Revised * Autism Diagnostic Observation Schedule * prediction Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.198, year: 2016 https://www.dovepress.com/some-children-with- autism -have-latent-social-skills-that-can-be-tested-peer-reviewed-article-NDT

  9. Depression in adolescence: social skills and socio-demographic variables as risk factors/protection

    OpenAIRE

    Josiane Rosa Campos; Almir Del Prette; Zilda Aparecida Pereira Del Prette

    2014-01-01

    Social skills and socio-demographic variables have been identified as risk/protective factors that may be predictive of adolescent depression. However, it is not yet clear which classes of social skills and which socio-demographic variables which would be critical in this relation. This study had as aim the investigation of which of these variables could be risk or protection factors of depression in adolescence, as well as evaluate the predictive power of a model that includes these variable...

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

    Science.gov (United States)

    Spain, Debbie; Blainey, Sarah H

    2015-10-01

    Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with high-functioning autism spectrum disorders (hf-ASD) - a clinical population who can present with more subtle core deficits, but comparable levels of impairment and secondary difficulties. A systematic review was undertaken to investigate the effectiveness of social skills interventions for adults with high-functioning autism spectrum disorders. Five studies met the pre-specified review inclusion criteria: two quasi-experimental comparative trials and three single-arm interventions. There was a degree of variation in the structure, duration and content of the social skills interventions delivered, as well as several methodological limitations associated with included studies. Nevertheless, narrative analysis tentatively indicates that group social skills interventions may be effective for enhancing social knowledge and understanding, improving social functioning, reducing loneliness and potentially alleviating co-morbid psychiatric symptoms. © The Author(s) 2015.

  11. Social-cognitive functioning and social skills in patients with early treated phenylketonuria: a PKU-COBESO study.

    Science.gov (United States)

    Jahja, Rianne; van Spronsen, Francjan J; de Sonneville, Leo M J; van der Meere, Jaap J; Bosch, Annet M; Hollak, Carla E M; Rubio-Gozalbo, M Estela; Brouwers, Martijn C G J; Hofstede, Floris C; de Vries, Maaike C; Janssen, Mirian C H; van der Ploeg, Ans T; Langendonk, Janneke G; Huijbregts, Stephan C J

    2016-05-01

    Early treatment of phenylketonuria (ET-PKU) prevents mental retardation, but many patients still show cognitive and mood problems. In this study, it was investigated whether ET-PKU-patients have specific phenylalanine (Phe-)related problems with respect to social-cognitive functioning and social skills. Ninety five PKU-patients (mean age 21.6 ± 10.2 years) and 95 healthy controls (mean age 19.6 ± 8.7 years) were compared on performance of computerized and paper-and-pencil tasks measuring social-cognitive abilities and on parent- and self-reported social skills, using multivariate analyses of variance, and controlling for general cognitive ability (IQ-estimate). Further comparisons were made between patients using tetrahydrobiopterin (BH4, N = 30) and patients not using BH4. Associations with Phe-levels on the day of testing, during childhood, during adolescence and throughout life were examined. PKU-patients showed poorer social-cognitive functioning and reportedly had poorer social skills than controls (regardless of general cognitive abilities). Quality of social-cognitive functioning was negatively related to recent Phe-levels and Phe-levels between 8 and 12 years for adolescents with PKU. Quality of social skills was negatively related to lifetime phenylalanine levels in adult patients, and specifically to Phe-levels between 0 and 7, and between 8 and 12 years. There were no differences with respect to social outcome measures between the BH4 and non-BH4 groups. PKU-patients have Phe-related difficulties with social-cognitive functioning and social skills. Problems seem to be more evident among adolescents and adults with PKU. High Phe-levels during childhood and early adolescence seem to be of greater influence than current and recent Phe-levels for these patients.

  12. Gender Differences in Middle School Adjustment, Physical Fighting, and Social Skills: Evaluation of a Social Competency Program.

    Science.gov (United States)

    Taylor, Catherine A.; Liang, Belle; Tracy, Allison J.; Williams, Linda M.; Seigle, Pamela

    2002-01-01

    Explores the effects of previous exposure to the Reach Out to Schools: Social Competency Program (SCP) on the middle school adjustment of sixth grade students. SCP is designed to teach children social skills to help them to communicate better, solve problems and build stronger relationships. Results show associations between program exposure and…

  13. The Relationship between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusive Classrooms

    Science.gov (United States)

    Garrote, Ariana

    2017-01-01

    Researchers claim that a lack of social skills might be the main reason why pupils with special educational needs (SEN) in inclusive classrooms often experience difficulties in social participation. However, studies that support this assumption are scarce, and none include pupils with an intellectual disability (ID). This article seeks to make an…

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

    Science.gov (United States)

    Bock, Marjorie A.

    2007-01-01

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

  15. The Effects of a Social and Talent Development Intervention for High Ability Youth with Social Skill Difficulties

    Science.gov (United States)

    Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle

    2017-01-01

    Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…

  16. Development of a Social Skills Assessment Screening Scale for Psychiatric Rehabilitation Settings: A Pilot Study.

    Science.gov (United States)

    Bhola, Poornima; Basavarajappa, Chethan; Guruprasad, Deepti; Hegde, Gayatri; Khanam, Fatema; Thirthalli, Jagadisha; Chaturvedi, Santosh K

    2016-01-01

    Deficits in social skills may present in a range of psychiatric disorders, particularly in the more serious and persistent conditions, and have an influence on functioning across various domains. This pilot study aimed at developing a brief measure, for structured evaluation and screening for social skills deficits, which can be easily integrated into routine clinical practice. The sample consisted of 380 inpatients and their accompanying caregivers, referred to Psychiatric Rehabilitation Services at a tertiary care government psychiatric hospital. The evaluation included an Inpatient intake Proforma and the 20-item Social Skills Assessment Screening Scale (SSASS). Disability was assessed using the Indian Disability Evaluation and Assessment Scale (IDEAS) for a subset of 94 inpatients. The analysis included means and standard deviations, frequency and percentages, Cronbach's alpha to assess internal consistency, t -tests to assess differences in social skills deficits between select subgroups, and correlation between SSASS and IDEAS scores. The results indicated the profile of social skills deficits assessed among the inpatients with varied psychiatric diagnoses. The "psychosis" group exhibited significantly higher deficits than the "mood disorder" group. Results indicated high internal consistency of the SSASS and adequate criterion validity demonstrated by correlations with select IDEAS domains. Modifications were made to the SSASS following the pilot study. The SSASS has potential value as a measure for screening and individualised intervention plans for social skills training in mental health and rehabilitation settings. The implications for future work on the psychometric properties and clinical applications are discussed.

  17. [Interpersonal relationships experienced in college life and development of social skills].

    Science.gov (United States)

    Fujino, Yuriko; Muroya, Kazuko; Sato, Hitomi

    2005-09-01

    The purpose of this study is to clarify the relation between the development of social skills and students' experience in interpersonal relationships during their college life, focusing on what factors are most influential. The study was conducted based on a questionnaire regarding social skills, attitudes toward college life, clinical practice, lectures and interpersonal relationships, etc., distributed to 72 senior students from a 4-year nursing college as subjects. As a result, it was found that when students had to meet hardships regarding interpersonal relations during their college life, those who had two or more coping tools were able to develop more social skills than those who had to cope with the difficulty on their own. Moreover, students who had part-time jobs, took part in two or more extracurricular activities or overcame the difficulty of interpersonal relations during school festivals were reported to have improved their social skills. From these findings, one can speculate that the more quantity and the higher quality of interpersonal relationships students experience in their college life, the more and the higher-level social skills they can develop. It was also shown that the negative attitude toward interpersonal relationships as well as the difficulty students felt, during clinical practices worked as negative factors that might arrest the development of their social skills. It is therefore suggested that during clinical practices teachers should commit themselves positively to helping students cope with difficult situations or mend their negative attitudes toward interpersonal relations.

  18. Transitions between food insecurity and food security predict children's social skill development during elementary school.

    Science.gov (United States)

    Howard, Larry L

    2011-06-28

    Recent findings indicate that household food insecurity affects children's social skill development in the early years of elementary school. It is important to assess the persistency of developmental consequences and investigate whether all categories of social skills are equally affected by food insecurity experiences. The present paper estimates population-averaged and subject-specific models for children's social skill scores reported by school teachers using longitudinal data on 2310 boys and 2400 girls in the USA enrolled in the 1st (aged 6-9 years), 3rd (aged 8-11 years) and 5th (aged 10-13 years) grades (1999-2003) from the Early Childhood Longitudinal Study-Kindergarten. The main findings are, first, significantly (P insecurity experiences and children's social skill scores are evident. Estimates based on sex-stratified samples indicate that the contemporaneous association is strongest among girls, while the association of an early transition from food insecurity in the 1st grade to food security in the 3rd grade is strongest among boys. Second, food insecurity experiences predict children's social skill scores emphasising self-control, attentiveness and task persistence, rather than interpersonal relationships or externalising behaviour. Overall, the findings underscore the multifaceted effect that household food insecurity has on children's social skills and provide the strongest empirical evidence to date that the experiences are linked with non-nutritional developmental consequences for children over a time horizon spanning several years.

  19. Social Pre-treatment Modulates Attention Allocation to Transient and Stable Object Properties

    Directory of Open Access Journals (Sweden)

    Katalin Oláh

    2016-10-01

    Full Text Available Increasing evidence suggests that ostensive-communicative signals in social learning situations enable observers to focus their attention on the intrinsic features of an object (e.g. color at the expense of ignoring transient object properties (e.g. location. Here we investigated whether off-line social cues, presented as social primes, have the same power to modulate attention allocation to stable and transient object properties as on-line ostensive-communicative cues. The first part of the experiment consisted of a pre-treatment phase, where adult male participants either received intensive social stimulation or were asked to perform non-social actions. Then, they participated in a change detection test, where they watched pairs of pictures depicting an array of five objects. On the second picture, a change occurred compared to the first picture. One object changed either its location (moving forward or backward or was replaced by another object, and participants were required to indicate where the change had happened. We found that participants detected the change more successfully if it had happened in the location of the object; however, this difference was reduced following a socially intense pre-treatment phase. The results are discussed in relation to the claims of the natural pedagogy theory.

  20. Computer game playing and social skills: a pilot study

    OpenAIRE

    Griffiths, MD

    2010-01-01

    Computer game playing is a popular leisure activity. However, there is little known about the longer-term effects that regular computer game playing could have on social development. A questionnaire study was conducted with 144 undergraduate students examining frequency of computer game playing behaviour against scores on the Social Situations Questionnaire designed to identify social inadequacy. Results showed that high frequency computer game players exhibited more social anxiety than low f...

  1. Social Skills and Associated Psychopathology in Children with Chromosome 22q11.2 Deletion Syndrome: Implications for Interventions

    Science.gov (United States)

    Shashi, V.; Veerapandiyan, A.; Schoch, K.; Kwapil, T.; Keshavan, M.; Ip, E.; Hooper, S.

    2012-01-01

    Background: Although distinctive neuropsychological impairments have been delineated in children with chromosome 22q11 deletion syndrome (22q11DS), social skills and social cognition remain less well-characterised. Objective: To examine social skills and social cognition and their relationship with neuropsychological function/behaviour and…

  2. Comparative effects of emotion management training and social skills training in Korean children with ADHD.

    Science.gov (United States)

    Choi, Eun Sil; Lee, Woo Kyeong

    2015-02-01

    ADHD is associated with social and emotional impairment that goes beyond the core symptoms of hyperactivity, impulsivity, and attention deficits. This study evaluates the comparative efficacy of emotional management training (EMT) with social skills training (SST) and no treatment in children with ADHD. A randomized, controlled treatment outcome study was conducted with 32 boys and 40 girls (aged 10-12 years). The Child Behavior Checklist, Emotion Expression Scale for Children, Child Depression Inventory, and State-Trait Anxiety Inventory for children were completed before and after the intervention. The EMT group exhibited a significant improvement in emotion recognition and expressive reluctance. Therefore, focusing on emotion identification and expression in social cognitive processes (i.e., EMT), instead of merely focusing on social skills (SST), enhances treatment efficacy. These results support the hypothesis that focusing on the identification and expression of emotional information processes, instead of merely focusing on social skills (SST) enhances treatment efficacy. © 2013 SAGE Publications.

  3. Depressive symptoms from kindergarten to early school age: longitudinal associations with social skills deficits and peer victimization

    Directory of Open Access Journals (Sweden)

    Alsaker Françoise D

    2009-09-01

    Full Text Available Abstract Background Depressive symptoms in children are associated with social skills deficits and problems with peers. We propose a model which suggests different mechanisms for the impact of deficits in self-oriented social skills (assertiveness and social participation and other-oriented social skills (pro-social, cooperative and non-aggressive behaviors on children's depressive symptoms. We hypothesized that deficits in self-oriented social skills have a direct impact on children's depressive symptoms because these children have non-rewarding interactions with peers, whereas the impact of deficits in other-oriented social skills on depressive symptoms is mediated through negative reactions from peers such as peer victimization. Method 378 kindergarten children (163 girls participated at two assessments (Age at T1: M = 5.8, T2: M = 7.4. Teachers completed questionnaires on children's social skills at T1. Teacher reports on peer victimization and depressive symptoms were assessed at both assessment points. Results Our study partially confirmed the suggested conceptual model. Deficits in self-oriented social skills significantly predicted depressive symptoms, whereas deficits in other-oriented social skills were more strongly associated with peer victimization. Longitudinal associations between other-oriented social skills and depressive symptoms were mediated through peer victimization. Conclusion The study emphasizes the role of deficits in self-oriented social skills and peer victimization for the development of internalizing disorders.

  4. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.

    Science.gov (United States)

    Mancini, Vincent O; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D; Piek, Jan P

    2016-01-01

    Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

  5. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    Science.gov (United States)

    Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

    2016-01-01

    Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

  6. Examining of social skill levels of university students in terms of certain Variables

    Directory of Open Access Journals (Sweden)

    Sevim GÜLLÜ

    2017-08-01

    Full Text Available Aim: The purpose of this study is to examine the relationship between certain demographic variables and social skill levels of university students. Material and Methods: There were 100 participants (n=51 female, n=49 male in the study group who were the students at the department of Sport Sciences Faculty of Istanbul University in the 2015-2016 academic year. Of the study group 28 participants were between 18-20 years old, 27 participants were between 21-23 years old, 23 participants were between 24-26 years old and 22 participants were above 27 years old. After the demographic information of the participants was formed, the Social Skill Scale was applied which was developed by Matson, Rotarory and Hessel (1983 and adopted to Turkish. In order to measure their social skill levels, the reliability analysis of that scale was done. Cronbach Alpha value is 0.777; about the subscales, the results were found as such; positive social behaviour subscale 0.924, negative social behaviour subscale 0.904. Significance level was accepted as p<0.05. Results: Gender, age, class, whether or not to play sports with a licence, education level of parents, how many years they have been doing sports, and the level of social skills and subscales of their students were not significantly different. Conclusion: As a result; the demographic variables examined within our study did not make a difference in the level of social skills of the participants.

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

    NARCIS (Netherlands)

    Dekker, Vera; Nauta, Maaike H.; Mulder, Erik J.; Timmerman, Marieke; de Bildt, Annelies

    2014-01-01

    Background: Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children

  8. Participatory perspectives for the low skilled and the low educated: how can media literacy influence the social and economic participation of the low skilled and the low educated?

    NARCIS (Netherlands)

    Moekotte, Paulo; Brand-Gruwel, Saskia; Ritzen, Henk

    2018-01-01

    We assume that social media use contributes to employability and sociality and media literacy complements a basic set of skills. Especially the low skilled and low educated lack media literacy, which contributes to their precarious situation and increases a participation gap. A database search for

  9. Zoo U: A Stealth Approach to Social Skills Assessment in Schools

    Directory of Open Access Journals (Sweden)

    Melissa E. DeRosier

    2012-01-01

    Full Text Available This paper describes the design and evaluation of Zoo U, a novel computer game to assess children’s social skills development. Zoo U is an innovative product that combines theory-driven content and customized game mechanics. The game-like play creates the opportunity for stealth assessment, in which dynamic evidence of social skills is collected in real time and players’ choices during gameplay provide the needed data. To ensure the development of an engaging and valid game, we utilized an iterative data-driven validation process in which the game was created, tested, revised based on student performance and feedback, and retested until game play was statistically matched to independent ratings of social skills. We first investigated whether the data collected through extensive logging of student actions provided information that could be used to improve the assessment. We found that detailed game logs of socially relevant player behavior combined with external measures of player social skills provided an efficient vector to incrementally improve the accuracy of the embedded assessments. Next, we investigated whether the game performance correlated with teachers’ assessments of students’ social skills competencies. An evaluation of the final game showed (a significant correlations between in-game social skills assessments and independently obtained standard psychological assessments of the same students and (b high levels of engagement and likeability for students. These findings support the use of the interactive and engaging computer game format for the stealth assessment of children’s social skills. The created innovative design methodologies should prove useful in the design and improvement of computer games in education.

  10. Social skills as precursors of cannabis use in young adolescents: a TRAILS study.

    Science.gov (United States)

    Griffith-Lendering, Merel F H; Huijbregts, Stephan C J; Huizink, Anja C; Ormel, Hans; Verhulst, Frank C; Vollebergh, Wilma A M; Swaab, Hanna

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre)adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset of cannabis use, and frequency of use at follow-up were examined using multinomial logistic regression analyses. Teacher-reported social skills predicted different aspects of cannabis use independent of better known factors such as presence of externalizing behavior and use of other substances. The direction of associations depended on the type of social skill. Good cooperation skills during early adolescence were associated with a reduced risk of lifetime cannabis use and a reduced risk of using cannabis on a regular basis. On the other hand, assertion at age 11 increased the risk of lifetime cannabis use and of using cannabis on an experimental basis.

  11. 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.

  12. The Relationship between Motor, Imitation, and Early Social Communication Skills in Children with Autism.

    Science.gov (United States)

    Dadgar, Hooshang; Alaghband Rad, Javad; Soleymani, Zahra; Khorammi, Anahita; McCleery, Joe; Maroufizadeh, Saman

    2017-10-01

    Objective: Development of early social skills in children is a complex process. To understand this process, it is important to assess how strengths or weaknesses in other developmental domains may be affected by these skills. The present study aimed at investigating the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD). Method: In this study, 20 children with ASD aged 3 to 5 years (M = 4.05, SD = 0.55) participated. All children were diagnosed as ASD based on the DSM-V criteria by an independent child psychiatrist. Additionally, Autism Diagnostic interview-Revised was used for subsequent diagnostic confirmation. Children were tested with Test of Gross Motor Development (TGMD-2), the Motor Imitation Scale (MIS), and the Early Social Communication Scales (ESCS). All examinations were videotaped for subsequent scoring. The relationship between these skills was estimated by Pearson correlation coefficient. Results: A significant and strong correlation was obtained between TGMD total score and imitation total score (r =.776; p 0.05). A significant correlation was found between MIS and TGMD total scores with Initiating Joint Attention and Responding to Joint Attention (p≤0/025) as ESCS subscales. But MIS and TGMD total scores were not correlated with social interaction and responding to behavioral requests subscales. Conclusion: The results of the present study showed that indicated both imitation ability and motor function have an association with each other and with early social communication skills.

  13. Relations Between Nonverbal and Verbal Social Cognitive Skills and Complex Social Behavior in Children and Adolescents with Autism.

    Science.gov (United States)

    Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D

    2016-07-01

    Although there is an extensive literature on domains of social skill deficits in individuals with Autism Spectrum Disorders (ASD), little research has examined the relation between specific social cognitive skills and complex social behaviors in daily functioning. This was the aim of the present study. Participants were 37 (26 male and 11 female) children and adolescents aged 6-18 years diagnosed with ASD. To determine the amount of variance in parent-rated complex social behavior accounted for by the linear combination of five directly-assessed social cognitive variables (i.e., adult and child facial and vocal affect recognition and social judgment) after controlling for general intellectual ability, a hierarchical regression analysis was performed. The linear combination of variables accounted for 35.4 % of the variance in parent-rated complex social behavior. Vocal affect recognition in adult voices showed the strongest association with complex social behavior in ASD. Results suggest that assessment and training in vocal affective comprehension should be an important component of social skills interventions for individuals with ASD.

  14. 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

    2015-07-01

    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 acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities. This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24). More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children. Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  15. The Social Construction of Skills: A Hospitality Sector Perspective

    Science.gov (United States)

    Baum, Tom

    2008-01-01

    This paper addresses the nature of skills in service work with specific reference to international tourism and its hospitality subsector. It explores the role of experiential factors (cultural, emotional and aesthetic) in equipping those entering work in the sector. The specific context of work in less developed countries and within migrant labour…

  16. The Socially Skilled Teacher and the Development of Tacit Knowledge

    Science.gov (United States)

    Elliott, Julian G.; Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Hoffman, Newman

    2011-01-01

    Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life.…

  17. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  18. 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…

  19. How the Size of Our Social Network Influences Our Semantic Skills

    Science.gov (United States)

    Lev-Ari, Shiri

    2016-01-01

    People differ in the size of their social network, and thus in the properties of the linguistic input they receive. This article examines whether differences in social network size influence individuals' linguistic skills in their native language, focusing on global comprehension of evaluative language. Study 1 exploits the natural variation in…

  20. Parents Perceive Improvements in Socio-Emotional Functioning in Adolescents with ASD Following Social Skills Treatment

    Science.gov (United States)

    Lordo, Danielle N.; Bertolin, Madison; Sudikoff, Eliana L.; Keith, Cierra; Braddock, Barbara; Kaufman, David A. S.

    2017-01-01

    The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following…

  1. Antecedent Social Skills Interventions for Individuals with ASD: What Works, for Whom, and under What Conditions?

    Science.gov (United States)

    Ledford, Jennifer R.; King, Seth; Harbin, Emilee R.; Zimmerman, Kathleen N.

    2018-01-01

    Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements,…

  2. Connectivity-Based Parcellation of the Amygdala Predicts Social Skills in Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    Rausch, Annika; Zhang, Wei; Beckmann, Christian F.; Buitelaar, Jan K.; Groen, Wouter B.; Haak, Koen V.

    2018-01-01

    Amygdala dysfunction plays a role in the social impairments in autism spectrum disorders (ASD), but it is unclear which of its subregions are abnormal in ASD. This study compared the volume and functional connectivity (FC) strength of three FC-defined amygdala subregions between ASD and controls, and assessed their relation to social skills in…

  3. Polite, Instrumental, and Dual Liars: Relation to Children's Developing Social Skills and Cognitive Ability

    Science.gov (United States)

    Lavoie, Jennifer; Yachison, Sarah; Crossman, Angela; Talwar, Victoria

    2017-01-01

    Lying is an interpersonal exercise that requires the intentional creation of a false belief in another's mind. As such, children's development of lie-telling is related to their increasing understanding of others and may reflect the acquisition of basic social skills. Although certain types of lies may support social relationships, other types of…

  4. 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…

  5. A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?

    Science.gov (United States)

    January, Alicia M.; Casey, Rita J.; Paulson, Daniel

    2011-01-01

    Outcomes of 28 peer-reviewed journal articles published between 1981 and 2007 were evaluated quantitatively to assess the effectiveness of classroom-wide interventions for the improvement of social skills. All interventions included in the study were implemented with intact classrooms that included both socially competent children and those with…

  6. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    Science.gov (United States)

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students' global…

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

    Science.gov (United States)

    Legoff, Daniel B.; Sherman, Michael

    2006-01-01

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

  8. Educator Perceptions of Visual Support Systems and Social Skills for Young Adults with Autism Spectrum Disorders

    Science.gov (United States)

    Miller, David James

    2016-01-01

    Young adults with Autism Spectrum Disorder (ASD) face unique social skills challenges as they transition into independent living environments and seek fulfilling relationships within their communities. Research has focused on social education and interventions for children with autism, while transitioning young adults with ASD have received…

  9. Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills

    Science.gov (United States)

    Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope

    2014-01-01

    This research investigates the influence of social media usage on research skills of undergraduates offering Educational Management at six different universities randomly selected from the six geo-political zones in Nigeria. Various studies on the effects of social media on students have concentrated mainly on academic performance (Kirschner &…

  10. Effects of the Decline in Social Capital on College Graduates' Soft Skills

    Science.gov (United States)

    Andreas, Sarah

    2018-01-01

    Both businesses and recent college graduates in the United States attribute the lack of soft skills in recent college graduates to the colleges' inability to prepare students for the workforce. This article explores the literature on social capital, human capital and social learning theory, offering an alternative hypothesis for why recent…

  11. The Relationship between Emotion Recognition Ability and Social Skills in Young Children with Autism

    Science.gov (United States)

    Williams, Beth T.; Gray, Kylie M.

    2013-01-01

    This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the…

  12. Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

    Science.gov (United States)

    Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

    2014-01-01

    Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…

  13. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    Science.gov (United States)

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

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

    Science.gov (United States)

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

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

  15. 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…

  16. Loneliness, Depression, and Social Skills among Students with Mild Mental Retardation in Different Educational Settings.

    Science.gov (United States)

    Heiman, Tali; Margalit, Malka

    1998-01-01

    This study assessed 575 students with mild mental retardation in three educational settings. Their loneliness, depression, and social skills were assessed through student self-reports and peer perception of social status. Among findings were that preadolescent students in self-contained classes in regular schools exhibited more loneliness and…

  17. The Predictive Power of Preschool Children's Social Behaviors on Their Play Skills

    Science.gov (United States)

    Ergin, Büsra; Ergin, Esra

    2017-01-01

    The aim of this research study is to investigate children's play skills in terms of social behaviours (physical aggression, relational aggression, positive social behaviors, and depressive feelings). The participants in this study consisted of 300 children between 60 and 72 months studying at preschool education institutions. The research data…

  18. 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.

  19. Social dysfunction and skills in schizophrenia: relationship with treatment response and severity of psychopathology

    Directory of Open Access Journals (Sweden)

    Hélio Elkis

    Full Text Available Abstract Background Social dysfunction is an important outcome for schizophrenia and can be measured by the evaluation of social skills. Objectives To compare social skills in patients with schizophrenia classified according the degree of treatment response and severity of psychopathology with normative controls by using the Del Prette Social Skills Inventory (SSI. Methods Cross-sectional study where the 38 questions SSI was applied to 62 outpatients with schizophrenia and compared with data of 99 normal controls from the general population. The SSI was evaluated by five domains. Psychopathology was measured by the Positive and Negative Syndrome Scale (PANSS. Patients were classified as Treatment Resistant (TRS and Non Treatment Resistant (NTRS by the International Psychopharmacology Algorithm Project (IPAP criteria. ANCOVA was used to control for demographic differences between populations. Results Patients showed significantly more impaired than controls except for aggressiveness control. When variables such as age, age of onset, schooling or medication dose entered as covariates, differences between controls and patients, or TRS with NTRS, almost disappeared. The SSI and PANSS showed an inverse relationship between their domains. Discussion The SSI may represent a useful tool for evaluation of social skills in schizophrenia. Antipsychotics may exert a protective effect on social skills.

  20. PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS PEMECAHAN MASALAH UNTUK MENINGKATKAN SOCIAL SKILL SISWA

    Directory of Open Access Journals (Sweden)

    R. Lestari

    2012-07-01

    Full Text Available Tujuan penelitian tindakan kelas ini untuk mengetahui pengaruh proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah terhadap peningkatan social skill siswa. Pada proses penerapan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah siswa dibagi dalam kelompok-kelompok dan satu kelompok terdiri dari dua orang. Setiap kelompok berdiskusi untuk menyelesaikan suatu masalah, kemudian hasil diskusi kelompok akan dicek oleh pasangan dari kelompok lain. Metode Penelitian yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dua siklus. Metode pengumpulan data menggunakan tes dan angket skala sikap, sedangkan teknik analisis data menggunakan teknik analisis data kuantitatif. Social Skill siswa dari siklus I ke siklus II mengalami peningkatan. Hal ini didapatkan dari data angket skala sikap siklus I ke siklus II ketuntasan klasikalnya meningkat dan sebagian besar siswa sudah memiliki social skill yang baik. Hasil belajar kognitif siswa juga mengalami peningkatan. Model pembelajaran kooperatif tipe Pair Checks pemecahan masalah dapat meningkatkan social skill siswa.This two cycles-action research aimed to know learning process applying cooperative learning model-pair checks problem solving type and improvement of student’s social skills. The process of the model was as follows: deviding students into some groups consisting of two students, solving problem by each group and checking result of the discussion by other groups. Data collection method used was test and the use of attitude scale questionnaire, while technique of data analysis used was quantitative data analysis technique. The data analysis result showed that there was an increase of student’s social skill and students’ achievement from cycle one to two. It is concluded that cooperative learning model-pair checks problem solving type can enhance student’s social skills

  1. Feasibility of using sphero in rehabilitation of children with autism in social and communication skills.

    Science.gov (United States)

    Golestan, Shadan; Soleiman, Pegah; Moradi, Hadi

    2017-07-01

    The majority of children with autism face difficulties in social interaction and communication skills. Consequently, in this paper we present a pilot study in which we explored the usability of Sphero TM as a rehabilitation tool for developing social and communication skills. We designed an interactive scenario where children with autism should verbally control the robot and utter voice commands. Our observations show that the children were very interested to interact with the robot in the given framework. They showed surprising behaviors that are promising evidences of effectiveness of using Sphero in rehabilitation of social and communication deficits.

  2. Biased self-perception of social skills in anxious children: The role of state anxiety

    OpenAIRE

    Dodd, Helen; Hudson, Jennifer; Lyneham, Heidi; Wuthvich, Viviana; Morris, Talia; Monier, Laurie

    2011-01-01

    The role of state and trait anxiety on observer ratings of social skill and negatively biased self-perception of social skill was examined. Participants were aged between 7 and 13 years (mean=9.65; sd=1.77; N=102), 47 had a current anxiety diagnosis and 55 were non-anxious controls. Participants were randomly allocated to a high or low anxiety condition and asked to complete social tasks. Task instructions were adjusted across conditions to manipulate participants’ state anxiety. Observers ra...

  3. Social Interpersonal Skills of Handicapped and Nonhandicapped Adults at Work

    OpenAIRE

    Lignugaris/Kraft, Benjamin; Rule, S.; Salzberg, Charles L.; Stowitschek, J. J.

    1986-01-01

    The pattern and content of social interactions of successful handicapped and nonhandicapped employees were observed in two employment settings. Data suggest that both groups were active social interactants who frequently worked cooperatively, yet interacted relatively infrequently with their supervisors. Implications for future research are discussed.

  4. Predictors of Loneliness in a Sample of College Men and Women in Cyprus: The Role of Anxiety and Social Skills

    Directory of Open Access Journals (Sweden)

    Georgia Panayiotou

    2016-03-01

    Full Text Available AimThis investigation examined the association between social anxiety and loneliness, and the role of associated characteristics specifically self-esteem, social skills and anxiety sensitivity, among young adults in Cyprus, and potential gender differences in the prediction of perceived loneliness.MethodQuestionnaires on loneliness, social skills, anxiety sensitivity and self-esteem were administered to a college sample in Cyprus.ResultsMediated regression supported full mediation by social skills and self-esteem, but not by anxiety sensitivity in the association between social anxiety and loneliness. For men, loneliness was mostly predicted by anxiety sensitivity, but among women by poor social skills and lower self-esteem. For neither gender were these effects moderated by social anxiety level.ConclusionSocial anxiety and loneliness are related but distinct constructs. Interventions focusing on social skill acquisition and practice, and anxiety tolerance for men may improve confidence and ultimately result in decreased loneliness among youth.

  5. 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

  6. Social skills training for Attention Deficit Hyperactivity Disorder (ADHD) in children aged 5 to 18 years.

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    Storebø, Ole Jakob; Skoog, Maria; Damm, Dorte; Thomsen, Per Hove; Simonsen, Erik; Gluud, Christian

    2011-12-07

    Attention Deficit Hyperactivity Disorder (ADHD) in children is associated with hyperactivity and impulsitivity, attention problems, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions. Social skills training may benefit ADHD children in their social interactions. We examined the effects of social skills training on children's social competences, general behaviour, ADHD symptoms, and performance in school. To assess the effects of social skills training in children and adolescents with ADHD. We searched the following electronic databases: CENTRAL (2011, Issue1), MEDLINE (1948 to March 2011), EMBASE (1980 to March 2011), ERIC (1966 to March 2011 ), AMED (1985 to June 2011), PsycINFO (1806 to March 2011), CINAHL (1980 to March 2011), and Sociological Abstracts (1952 to March 2011). We also searched the metaRegister of Controlled Trials on 15 October 2010. We did not apply any language or date restrictions to the searches. We searched online conference abstracts and contacted 176 experts in the field for possible information about unpublished or ongoing RCTs. Randomised trials investigating social skills training for children with ADHD as a stand alone treatment or as an adjunct to pharmacological treatment. We conducted the review according to the Cochrane Handbook for Systematic Reviews of Intervention. Two authors (OJS, MS) extracted data independently using an appropriate data collection form. We performed the analyses using Review Manager 5 software. We included 11 randomised trials described in 26 records (all full text articles) in the review. The trials included a total of 747 participants. All participants were between five and 12 years of age. No trials assessed adolescents. In 10 of the trials the participants suffered from different comorbidities.The duration of the interventions ranged from eight to 10 weeks (eight trials) up to two years. The types of

  7. Comparative study of social skills observation of twin with and without visual impairment

    Directory of Open Access Journals (Sweden)

    Carolina Severino Lopes da Costa

    2012-03-01

    Full Text Available The general aim was to describe and characterize the social performances of two identical twins aged ten years old: one blind and one sighted. The data were obtained by filming the children during free situations. According to a protocol for observing the free situations, the films were assessed so that the children’s performances enabled to infer the categories of social skills. The results showed that the sighted child presented a wider and more refined repertoire of social skills in relation to her sister. From the data, it is possible to conclude, in this case, that blind and sighted children have distinct social skills repertories, and the existing differences can be related to the blind variable as well as to the differences in the way the environment stimulates the children.

  8. RELATIONSHIP BETWEEN LIFE BUILDING SKILLS AND SOCIAL ADJUSTMENT OF STUDENTS WITH HEARING IMPAIRMENT: IMPLICATIONS FOR COUNSELING

    Directory of Open Access Journals (Sweden)

    Samuel O. ADENIYI

    2017-10-01

    Full Text Available Introduction Hearing impairment contributes greatly to social and psychological deficits of the affected individuals, which can affect their interpersonal relation. The inability to hear and communicate effectively results in adjustment problem that leads to social isolation. Objectives: The objective of this study is to examine the relationship between life building skills and social adjustment of students with hearing impairment. Methods: The study employed descriptive survey research design. The samples consisted of 150 students with hearing impairment purposively selected from two inclusive schools in Lagos state, Nigeria. The samples comprised of 65 boys and 85 girls with age range between 15 and 18 years in the Senior Secondary School. The instruments used for data collection were Life building skills inventory (adapted with reliability of 0.80 and Social adjustment scale (Self developed. The instruments consisted of two sections namely: A&B. Section A of Life building skills contained bio- data of the respondents, while B contained 3 subscales: Self-efficacy inventory adapted from Schwarzer and Jerusalem 1995 with reliability of 0.85, Decision-making inventory adapted from Rowe 1997 with reliability of 0.75, Assertiveness inventory adapted from Aberti and Emmons 1995 with reliability of 0.80. The self-constructed Social Adjustment scale contained 10 items probing questions with reliability of 0.69. Data collected was analysed using Pearson Product Moment Correlation and Multiple Regression. Results: The results revealed relative contributions of some life building skills to social adjustment of students with hearing impairment. There were joint contributions of the independent variables to dependent variable, while decision-making contributed mostly. Conclusion: This study examined relationship between life building skills and social adjustment of students with hearing impairment with a bid to provide adequate counseling services. It was

  9. Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review.

    Science.gov (United States)

    Cordier, Reinie; Speyer, Renée; Chen, Yu-Wei; Wilkes-Gillan, Sarah; Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony

    2015-01-01

    Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments.

  10. The Effect of Social Skills Training on Decreasing the Aggression of Pre-school Children

    Directory of Open Access Journals (Sweden)

    S. Davood Hosseini-Nasab

    2007-08-01

    Full Text Available Objective: Social skills training (SST aims to increase the ability to perform key social behaviors that are important in achieving success in social situations. The purpose of this study was to examine the effectiveness of social skills intervention for aggressive pre-school children. Method: The sample consisted of 25 children (13 for the experimental group, 12 for the control group. Children in intervention and Control groups were assessed by parent ratings, teacher ratings at-home and kindergarten. Assessments were made at pre-treatment, post-treatment, and three-month follow-ups. The assessment battery consisted of the social skills rating system-teacher form, teacher-rated aggression, and intelligence test. These skills were carried out in 11 sessions and on two stages and were taught twice a week. Results: Significant results emerged with respect to aggression and social skill levels. With respect to parent ratings, aggressive behaviors decreased more so in the treatment group than the control group. In addition, social skills significantly increased between post-treatment and follow-ups in the treatment group compare to the control group. In other words, teacher ratings of social behavior showed improvement over time. Conclusions: The results of this study indicate that aggression would decrease in the treatment group largely over time than the control group. Several directions for future research are discussed, including the addition of more sessions to the curriculum, a parent-involvement component, and a contingency management program. It would also be helpful to evaluate SST in a larger number of pre-school centers and to extend follow-up assessments beyond three months periods.

  11. Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review.

    Directory of Open Access Journals (Sweden)

    Reinie Cordier

    Full Text Available Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning.To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults.A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria.Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity.The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments.

  12. Uncovering the influence of social skills and psychosociological factors on pain sensitivity using structural equation modeling.

    Science.gov (United States)

    Tanaka, Yoichi; Nishi, Yuki; Nishi, Yuki; Osumi, Michihiro; Morioka, Shu

    2017-01-01

    Pain is a subjective emotional experience that is influenced by psychosociological factors such as social skills, which are defined as problem-solving abilities in social interactions. This study aimed to reveal the relationships among pain, social skills, and other psychosociological factors by using structural equation modeling. A total of 101 healthy volunteers (41 men and 60 women; mean age: 36.6±12.7 years) participated in this study. To evoke participants' sense of inner pain, we showed them images of painful scenes on a PC screen and asked them to evaluate the pain intensity by using the visual analog scale (VAS). We examined the correlation between social skills and VAS, constructed a hypothetical model based on results from previous studies and the current correlational analysis results, and verified the model's fit using structural equation modeling. We found significant positive correlations between VAS and total social skills values, as well as between VAS and the "start of relationships" subscales. Structural equation modeling revealed that the values for "start of relationships" had a direct effect on VAS values (path coefficient =0.32, p social support. The results indicated that extroverted people are more sensitive to inner pain and tend to get more social support and maintain a better psychological condition.

  13. Intervention in social skills with a child with Down’s Syndrome

    Directory of Open Access Journals (Sweden)

    Olga Maria Piazentin Rolim Rodrigues

    2014-04-01

    Full Text Available Studies show that children with Down’s syndrome have deficits in social skills, which can interfere in their social interactions and also in their academic performance. The aim of this study was to analyze the clinical significance and reliable change in repertory of social skills of a child with Down’s syndrome, from interventions in the clinic, at home and at school. A seven year old girl with Down’s Syndrome who had frequented the first year of regular school, her parents and her teacher participated in this study. They were attending in a Center of Applied Psychology, of a public university in São Paulo State. Before and after the intervention parents and teacher answered the Rating System Social Skills (SSRS. The intervention with the child had been conducted for six months, through playful activities in weekly meetings. It was discussed various topics related to social skills with parents and teacher in biweekly and monthly meetings. The results were analyzed using JT method. With parents, comparing the two assessments conducted, the data pointed to positive change reliable for four of the six skills assessed. Of the five skills assessed by the teacher, one of them was not in the clinical level since the first application. The other two went from clinical to non-clinical level, featuring reliable positive change. The study showed the importance of pre and post measures in case study, enabling the assessment of the effects of the intervention performed on the various factors of social skills. Further studies with larger populations may ratify the data obtained.

  14. Marital relationship, parenting practices, and social skills development in preschool children.

    Science.gov (United States)

    Hosokawa, Rikuya; Katsura, Toshiki

    2017-01-01

    This study examined the pathways by which destructive and constructive marital conflict leading to social skills development in preschool children, are mediated through negative and positive parenting practices. Mothers of 2931 Japanese children, aged 5-6 years, completed self-report questionnaires regarding their marital relationship (the Quality of co-parental communication scale) and parental practices (the Alabama parenting questionnaire). The children's teachers evaluated their social skills using the Social skills scale. Path analyses revealed significant direct paths from destructive marital conflict to negative parenting practices and lower scores on the self-control component of social skills. In addition, negative parenting practices mediated the relationship between destructive marital conflict and lower scores on cooperation, self-control, and assertion. Our analyses also revealed significant direct paths from constructive marital conflict to positive parenting practices, and higher scores on cooperation and assertion. Positive parenting practices mediated the relationship between constructive marital conflict and higher scores on self-control and assertion. These findings suggest that destructive and constructive marital conflict may directly and indirectly influence children's social skills development through the mediation of parenting practices.

  15. Social Skills in Youth With Spina Bifida: A Longitudinal Multimethod Investigation Comparing Biopsychosocial Predictors.

    Science.gov (United States)

    Holbein, Christina E; Peugh, James L; Holmbeck, Grayson N

    2017-11-01

    To examine the relative contributions of neuropsychological (attention and executive function), family (cohesion and conflict), and health (body mass index, lesion level, gross motor function) domains on social skills over time in youth with spina bifida (SB). In all, 140 youth with SB (T1 mean age = 11.43 years) and their families participated in the study at baseline with an additional visit 2 years later. Study variables were assessed with multiple methods (questionnaire, medical chart review, observation, neuropsychological tests) and reporters (parents, teachers). Multivariate hierarchical linear regressions determined the predictive power of the three domains for T2 social skills. Neuropsychological variables accounted for significant variance in mother- and father-reported T2 social skills. Neither family nor health variables contributed significantly to later social skills when other domains were included in the model. Neuropsychological factors are particularly important for social skill development in youth with SB. Findings can inform screening and intervention practices. © The Author 2017. 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. Relationships between social skills and self-esteem in nurses: a questionnaire study.

    Science.gov (United States)

    Losa-Iglesias, Marta Elena; López López, Daniel; Rodriguez Vazquez, Rocío; Becerro de Bengoa-Vallejo, Ricardo

    2017-12-01

    Our study attempts to evaluate whether nurses' social skills are related to their self-concept and self-esteem. A descriptive survey study was developed to 464 nurses who had worked for a minimum of one year in adult or pediatric services. The Rosenberg Self-Esteem Scale (RSE) and the Scale of Social Skills (SSS) by Gismero were used to measure nurses' self-esteem and social skills, respectively. Evaluation of self-esteem and social skills revealed no significant associations between sex and specific nursing speciality, (p > .05). Significant differences were observed based on the marital status for RSE and SSS Factor 1 (RSE, p = .013; SSS-F1, p = .033). Correlation and regression analyses demonstrated a significant correlation between nurse self-esteem and some social skills factors. This study shows that there exists a relationship between higher self-esteem and self-concept among nurses and this issue can affect effective communication with patients.

  17. Social Skills in Adults with AD/HD

    Science.gov (United States)

    ... of ADHD Complementary and Other Interventions Coaching Neurofeedback (EEG Biofeedback) Fish Oil Supplements and ADHD Nutrition and ... by those who may be unfamiliar with the disorder, socially inappropriate ... negative personality attributes. Over time, such negative labels lead to ...

  18. Recent progress in understanding skills and impairments in social cognition.

    Science.gov (United States)

    Happé, Francesca; Conway, Jane R

    2016-12-01

    Social interaction is affected in many different developmental disorders; indeed, the new Diagnostic and Statistical Manual of Mental Disorders has introduced social cognition as one of six core components of neurocognitive functioning. Social cognition is not one thing, but a wide range of putative processes, which may be differentially affected in different clinical groups. This review focuses on recent advances in one aspect of social cognition, 'theory of mind' (ToM, representing what people think), and one core clinical group, autism spectrum disorder (ASD). It is 30 years since impaired ToM was proposed as an explanation for ASD social difficulties, and recently there has been a widening of interest to other clinical groups. ToM has been found to be distinct from emotion recognition and empathy. Recent research on ASD has focused increasingly on atypical sensory responses and commonly comorbid conditions. Interventions for social deficits, including ToM training and oxytocin, have shown mixed results to date. Heterogeneity poses a major obstacle to current research. Theoretical and empirical refinements are needed to elucidate neurocognitive and aetiological underpinnings of sociocognitive processes and inform clinical advances.

  19. Further Examination of Job-Related Social Skills Measures for Adolescents and Young Adults with Emotional and Behavioral Disorders.

    Science.gov (United States)

    Bullis, Michael; Davis, Cheryl

    1996-01-01

    This study conducted item reduction analyses on two measures of job-related social behavior for adolescents and young adults with emotional/behavioral disorders (Scale of Job-Related Social Skill Knowledge and Scale of Job-Related Social Skill Performance). The shortened measures contained 40 and 94 items, respectively. Reliability was…

  20. 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…

  1. Differential Relationships of Anxiety and Autism Symptoms on Social Skills in Young Boys with Fragile X Syndrome

    Science.gov (United States)

    Reisinger, Debra L.; Roberts, Jane E.

    2017-01-01

    Social skills are critical for academic, social, and psychological success of children with both typical and atypical development. Boys with fragile X syndrome (FXS) are at high risk for social skill impairments, given intellectual impairments and secondary conditions. The present study examines the impact of adaptive behavior, autism symptoms,…

  2. Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

    Science.gov (United States)

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

    2016-01-01

    This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

  3. Assessment of the Prosocial Behaviors of Young Children with Regard to Social Development, Social Skills, Parental Acceptance-Rejection and Peer Relationships

    Science.gov (United States)

    Gulay, Hulya

    2011-01-01

    The aim of the study was prosocial behaviors of 5-6 years old children were investigated with regard to parental acceptance-rejection, peer relationships, general social development and social skills. The participants of the study included 277 5-6-year-old Turkish children and their parents. The Child Behavior Scale, Social Skills Form, Marmara…

  4. 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…

  5. Social game and speaking skills of the first grade students of primary school

    OpenAIRE

    Mesojedec, Maja

    2017-01-01

    Vocabulary learning is a lifelong process and the period of schooling is one of its intensive phases. Various studies confirm the importance of developing the vocabulary of first grade students of primary school, since their vocabulary determines the subsequent level of their reading skills. This master thesis examines whether using social table games during the Slovene language lessons can have effect on vocabulary learning and thus on the development of first graders’ speaking skills. ...

  6. Socially-embedded investments: Explaining gender differences in job-specific skills

    OpenAIRE

    Javier G. Polavieja

    2010-01-01

    Gender-differences in post-schooling skill investments play a central role in stratification processes. Yet little research has been devoted to explaining how these differences come about. This paperhelps to fill this gap by proposing and testing a job-investment model with social-interaction effects that melds substantive ideas of sociology and economics. Firms use strategic compensation profiles in order to protect their job-specific skill investments and this shifts the weight of the inves...

  7. Neurocognition and social skill in older persons with schizophrenia and major mood disorders: An analysis of gender and diagnosis effects.

    Science.gov (United States)

    Mueser, Kim T; Pratt, Sarah I; Bartels, Stephen J; Forester, Brent; Wolfe, Rosemarie; Cather, Corinne

    2010-05-01

    Effective social interactions necessary for getting affiliative and instrumental needs met require the smooth integration of social skills, including verbal, non-verbal, and paralinguistic behaviors. Schizophrenia is characterized by prominent impairments in social and role functioning, and research on younger individuals with the illness has shown that social skills deficits are both common and distinguish the disease from other psychiatric disorders. However, less research has focused on diagnostic differences and correlates of social skills in older persons with schizophrenia. To address this question, we examined diagnostic and gender differences in social skills in a community-dwelling sample of 183 people older than age 50 with severe mental illness, and the relationships between social skills and neurocognitive functioning, symptoms, and social contact.Individuals with schizophrenia had worse social skills than those with bipolar disorder or major depression, with people with schizoaffective disorder in between. Social contact and cognitive functioning, especially executive functions and verbal fluency, were strongly predictive of social skills in people with schizophrenia and schizoaffective disorder, but not those with mood disorder. Other than blunted affect, symptoms were not predictive of social skills in either the schizophrenia spectrum or the mood disorder group. Older age was associated with worse social skills in both groups, whereas female gender was related to better skills in the mood disorder group, but not the schizophrenia group. The findings suggest that poor social skills, which are related to the cognitive impairment associated with the illness, are a fundamental feature of schizophrenia that persists from the onset of the illness into older age.

  8. Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

    Science.gov (United States)

    Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

    2017-03-01

    Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

  9. Social Integration and Functional Skills in Older Adults

    Directory of Open Access Journals (Sweden)

    Diana María Durán

    2008-05-01

    Full Text Available The objective of this study is to identify the relationship between variables: functional abilities and social integration of older persons and to know whether there were differences according to sex, age and marital status. The results show significant differences in social integration on the basis of marital status, being higher in the elderly unmarried and widowed; Depending on age there are significant differences in functional abilities, being higher in adults between 60 and 65 years. There were no significant differences according to sex. The conclusion is that the autonomy andfunctional abilities of the Elderly are closely related to the frequency of physical activities and social integration, which promotes the quality of life of older people and hampering the emergence of significant biopsychosocial changes in this stage of life.

  10. Classroom Quality at Pre-kindergarten and Kindergarten and Children's Social Skills and Behavior Problems.

    Science.gov (United States)

    Broekhuizen, Martine L; Mokrova, Irina L; Burchinal, Margaret R; Garrett-Peters, Patricia T

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children's first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives.

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

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    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.

  12. DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

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    Mohammad Imam FARISI

    2016-01-01

    Full Text Available Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21. This paper examines and describes academics evolution toward a commitment and further developments in research; 21stcentury skills map for the SS; and the implications for developing teachers’ competences and teachers’ education curriculum.

  13. Warming the Emotional Climate of the Classroom: Can Teachers’ Social-Emotional Skills Change?

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    Shane T. Harvey

    2016-11-01

    Full Text Available 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 and to assess changes in teachers’ emotional teaching practices and their emotional awareness in the classroom, as well as changes in students’ social-emotional behavior in relation to changes their teachers may have made. Twenty-seven teachers of Year 3-8 (8-13 year old students participated in an emotional skills intervention, which took place over three months. The findings yielded mixed results. In line with predictions, decreases in teachers’ undesirable relating and setting limits were found. However, no relationships between teacher changes and students’ pro-social behavior and emotion were found. However, students of teachers who improved compared to those who did not on observed emotional practices, reported significant differences in their teachers’ leadership, helpfulness/friendliness, understanding, student responsibility/freedom, student admonishing and strictness.

  14. Social skills: differences among adults with intellectual disabilities, co-morbid autism spectrum disorders and epilepsy.

    Science.gov (United States)

    Smith, Kimberly R M; Matson, Johnny L

    2010-01-01

    Assessing social skills is one of the most complex and challenging areas to study because behavioral repertoires vary depending on an individual's culture and context. However, researchers have conclusively demonstrated that individuals with intellectual disabilities (ID) have impaired social skills as well as those with co-morbid autism spectrum disorders (ASD) and epilepsy. However, it is unknown how these groups differ. Assessment of social skills was made with the Matson Evaluation of Social Skills for Individuals with Severe Retardation. One hundred participants with ID were matched and compared across four equal groups comprising 25 participants with ID, 25 participants with epilepsy, 25 participants with ASD, and 25 participants with combined ASD and epilepsy. When controlling for age, gender, race, level of ID, and hearing and visual impairments, significant differences were found among the four groups on the MESSIER, Wilks's Λ=.58, F(18, 257)=3.05, pdifferences were found on the Positive Verbal subscale, F(3, 96)=3.70, psocial skills than the ID only or groups containing only a single co-morbid factor with ID (ASD or epilepsy only). Implications of these findings are discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

  15. 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

  16. Coping with unemployment: the impact of unemployment on mental health, personality, and social interaction skills.

    Science.gov (United States)

    Pelzer, B; Schaffrath, S; Vernaleken, Ingo

    2014-01-01

    Unemployment is known to be associated with higher levels of depressive symptoms. However, there is ambiguity about the direction of this association. Different to large surveys, the present pilot-study focuses on a detailed characterization of unemployed and strictly matched employed subjects. Besides depressive symptoms and personality factors, their level of social and communicative skills was determined by an experimental behavioral paradigm. Ninety-two subjects were screened; 62 showed relevant exclusion criteria or failed the matching procedure. Finally, 30 subjects (15 employed, 15 unemployed) participated. The experimental group-paradigm consisted of a complex standardized challenge situation, which demands communicative and social skills for a successful solution. This was followed by an individualized video-based behavioral analysis. Expectedly, unemployed subjects showed more depressive symptoms than employed subjects but did not show higher levels of susceptible personality traits. There were no differences between employed and unemployed subjects in social and communicative competencies; these skills however correlated positively with the level of depression. Unemployment is an important stressor, affecting mental health. The absence of susceptible traits and skills deficits suggests that depressive syndromes are rather resulting than cause of unemployment. Social skills do not prevent depressive reactions during unemployment.

  17. Social Skills Assessment and Intervention for Children and Youth

    Science.gov (United States)

    Gresham, Frank M.

    2016-01-01

    Children and youth with deficits in social competence present substantial challenges for schools, teachers, parents and peers. These challenges cut across disciplinary, instructional and interpersonal domains and they frequently create chaotic home, school and classroom environments. Schools are charged with teaching an increasingly diverse…

  18. Trajectories of Postpartum Maternal Depressive Symptoms and Children's Social Skills

    Science.gov (United States)

    Wu, Yelena P.; Selig, James P.; Roberts, Michael C.; Steele, Ric G.

    2011-01-01

    The vast majority of new mothers experience at least some depressive symptoms. Postpartum maternal depressive symptoms can greatly influence children's outcomes (e.g., emotional, cognitive, language, and social development). However, there have been relatively few longitudinal studies of how maternal depressive symptoms may influence children's…

  19. Online Social Networks and Computer Skills of University Students

    Science.gov (United States)

    Barbas, Maria Potes; Valerio, Gabriel; Rodríguez-Martínez, María del Carmen; Herrera-Murillo, Dagoberto José; Belmonte-Jiménez, Ana María

    2014-01-01

    Currently a large number of college students belong to social networks and spend several hours a week on them. Some sectors of society, like parents and teachers, are concerned about the negative impact on their academic work and in their personal lives. However, because the potential positive impacts have not been explored enough, this research…

  20. Social-Emotional Skills Can Boost Common Core Implementation

    Science.gov (United States)

    Elias, Maurice J.

    2014-01-01

    The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

  1. 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 ...

  2. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    Directory of Open Access Journals (Sweden)

    Vincent Oreste Mancini

    2016-04-01

    Full Text Available Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills has an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12-16 years. Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other, depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables.Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

  3. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    Science.gov (United States)

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  4. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    Directory of Open Access Journals (Sweden)

    Yusuke Takahashi

    Full Text Available This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000 was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion at four time points (ages 2, 3, 4, and 5, and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  5. Effects of a music therapy group intervention on enhancing social skills in children with autism.

    Science.gov (United States)

    LaGasse, A Blythe

    2014-01-01

    Research indicates that music therapy can improve social behaviors and joint attention in children with Autism Spectrum Disorder (ASD); however, more research on the use of music therapy interventions for social skills is needed to determine the impact of group music therapy. To examine the effects of a music therapy group intervention on eye gaze, joint attention, and communication in children with ASD. Seventeen children, ages 6 to 9, with a diagnosis of ASD were randomly assigned to the music therapy group (MTG) or the no-music social skills group (SSG). Children participated in ten 50-minute group sessions over a period of 5 weeks. All group sessions were designed to target social skills. The Social Responsiveness Scale (SRS), the Autism Treatment Evaluation Checklist (ATEC), and video analysis of sessions were used to evaluate changes in social behavior. There were significant between-group differences for joint attention with peers and eye gaze towards persons, with participants in the MTG demonstrating greater gains. There were no significant between-group differences for initiation of communication, response to communication, or social withdraw/behaviors. There was a significant interaction between time and group for SRS scores, with improvements for the MTG but not the SSG. Scores on the ATEC did not differ over time between the MTG and SSG. The results of this study support further research on the use of music therapy group interventions for social skills in children with ASD. Statistical results demonstrate initial support for the use of music therapy social groups to develop joint attention. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  6. The Effect of Theory of Mind Training on Social Skills Improvement in Intellectually Disabled Students

    Directory of Open Access Journals (Sweden)

    mahboub bakhshi-Barzili

    2013-07-01

    Full Text Available Objective: The development of theory of mind is considered as one aspect of social cognition by researchers and have attracted their attention in recent years. The purpose was to determine the effect of theory of mind training on social skills in male students with intellectual disability in Meshkinshahr City. Materials & Methods: In present experimental study, pretest-posttest design with control group were used. All intellectually disabled male students (aged 8-12 years old who educating in Meshkinshahr (43 individuals answered to theory of mind tests. Students who could not pass the tests (39 individuals selected as a sample and their teachers completed Social Skills Rating Scale (SSRS Gresham & Elliot, 1990 for them. They assigned randomly to experimental and control groups. Experimental group participated in 8 training sessions (for 2 weeks, 30 minutes per session. After last session, theory of mind tests and SSRS administered for all subjects again. Data were assesed with analysis of covariance.  Results: Analysis of covariance showed that experimental group performed better than control group in social skills index, cooperation and self-control components significantly (P=0.001. But, two groups were not significantly different in assertion component.  Conclusion: theory of mind training leads to improvement in social skills and its components of intellectually disabled students and will guarantee their success on these areas in adulthood.

  7. [Social skills in emergency and critical care professionals of a regional public hospital].

    Science.gov (United States)

    Leal Costa, C; Luján Cebrián, I; Gascón García, J; Ferrer Villalonga, L; Van-der Hofstadt Román, C J

    2010-01-01

    To assess the social skills of health care professionals in the emergency and critical care units of the regional hospital Vega Baja and analyze the association between a series of sociodemographic and professionals variables and social skills. A cross-sectional, descriptive study. Two evaluation tools were used. These included a sociodemographic and professional variables questionnaire, and the Elena Gismero's Social Skills Scale (SSS). A response rate of 82.6% was obtained. Considering the standards made by the author in SSS validation, it can be seen that the sample has obtained a medium-high score in each one of the aspects. Significant differences have been found when considering the sociodemographic variable gender as an independent variable with the complete score of SSS (F=6.555; p=0.013), and with the scale dimensions, self-expression in social situations (F=4.468; p=0.039) and making a demand (F=7.982; p=0.007). In each one of the SSS dimensions, the sample has obtained a slightly higher score than the standard sample and it within the 50-69 percentile. This indicates the existence of a medium-high level of Social Skill. The doctors score higher than the nurses, although these differences are not statistically significant. Copyright © 2010 Elsevier España, S.L. y SEEIUC. All rights reserved.

  8. 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

  9. 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.

  10. The Effects of Working at Gaining Employment Skills on the Social and Vocational Skills of Adolescents with Disabilities: A School-Based Intervention

    Science.gov (United States)

    Murray, Christopher; Doren, Bonnie

    2013-01-01

    The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES…

  11. Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder.

    Science.gov (United States)

    Soorya, Latha V; Siper, Paige M; Beck, Todd; Soffes, Sarah; Halpern, Danielle; Gorenstein, Michelle; Kolevzon, Alexander; Buxbaum, Joseph; Wang, A Ting

    2015-03-01

    This study evaluated the efficacy of a targeted social skills training group in school-aged children with autism spectrum disorder (ASD). The intervention, Seaver-NETT (Nonverbal communication, Emotion recognition, and Theory of mind Training), is a 12-session cognitive-behavioral intervention (CBI) for verbal, school-aged children targeting ASD-specific social behavioral impairments. Sixty-nine children with ASD, 8 to 11 years of age, with verbal IQs greater than 70, participated in a randomized comparative trial to examine the efficacy of NETT relative to a facilitated play group. Treatment outcomes included caregiver reports of social behavior and neuropsychological assessments of social cognition conducted by blinded raters. Outcomes were collected at baseline, endpoint, and 3 months posttreatment. Significant improvements were found on social behavior outcomes such as nonverbal communication, empathic responding, and social relations in the NETT condition relative to the active control at endpoint. Verbal IQ moderated the interaction effect on social behavior, with higher verbal IQ associated with improvements in the CBI condition. No significant improvements were found on social cognitive outcomes. No significant group differences were found at 3-month follow-up conducted with approximately half the sample (n = 34). These data indicate that targeted CBI social skills groups such as NETT improve social communication deficits in verbal, school-aged children with ASD. The moderating effects of high verbal IQ suggest a need to consider participant and treatment characteristics associated with outcomes in future studies. Clinical trial registration information-Neural and Behavioral Outcomes of Social Skills Groups in Children With Autism Spectrum Disorder; https://clinicaltrials.gov; NCT01190917. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  12. Developing Thinking and Social skills in a Cooperative Learning classroom.

    OpenAIRE

    Pino Martínez, Cristina del

    2016-01-01

    Este trabajo se centra en cómo la utilización de rutinas dentro del aula ayuda al alumnado a desarrollar las competencias básicas presentes en todos los currículums de educación. Estas herramientas no solo sirven para alcanzar las competencias básicas sino para desarrollar también habilidades de pensamiento y habilidades sociales que contribuyen a crear una cultura de colegio para así conseguir un buen ambiente donde el aprendizaje y conocimiento se adquiera con mayor facilidad. Con esta p...

  13. Effect of Recreational Activities in Schizophrenic Patients Rehabilitation in Promoting Social Skills

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    Masoud Fallahi-Khoshknab

    2006-07-01

    Full Text Available Objective: one of group interventions in rehabilitation of schizophrenic patients is recreational activities intervention, in this type of rehabilitation therapist participates patients in recreational activities and hobbies, which promotes activity of daily livings and social skills. Our purpose of this study was investigating the effectiveness of recreational interventions in schizophrenics’ social skills. Materials & Methods: in a before and after interventional study, 45 schizophrenic patients selected and assessed with Activity of Daily Living Skills Scale before intervention. Intervention was a recreational trip to MESHAD for ten days all of patients participate and work to prepare trip properties. They live, participate and work for 10 days together. Then after intervention again patients reassessed with Daily Living Skills Scale, and mean of before and after scores compared with paired T test. Results: Results showed means of score increase from 116.87 to 135.49, comparing mean of before and after means with paired T test was significant. Conclusion: recreational interventions can promote social skills in schizophrenic patients.

  14. Expressive and receptive language skills in preschool children from a socially disadvantaged area.

    Science.gov (United States)

    Ryan, Ashling; Gibbon, Fiona E; O'shea, Aoife

    2016-02-01

    Evidence suggests that children present with receptive language skills that are equivalent to or more advanced than expressive language skills. This profile holds true for typical and delayed language development. This study aimed to determine if such a profile existed for preschool children from an area of social deprivation and to investigate if particular language skills influence any differences found between expressive and receptive skills. Data from 187 CELF P2 UK assessments conducted on preschool children from two socially disadvantaged areas in a city in southern Ireland. A significant difference was found between Receptive Language Index (RLI) and Expressive Language Index (ELI) scores with Receptive scores found to be lower than Expressive scores. The majority (78.6%) of participants had a lower Receptive Language than Expressive score (RLI ELI), with very few (3.2%) having the same Receptive and Expressive scores (RLI = ELI). Scores for the Concepts and Following Directions (receptive) sub-test were significantly lower than for the other receptive sub tests, while scores for the Expressive Vocabulary sub-test were significantly higher than for the other expressive sub tests. The finding of more advanced expressive than receptive language skills in socially deprived preschool children is previously unreported and clinically relevant for speech-language pathologists in identifying the needs of this population.

  15. The role of social support and social skills in people with spinal cord injury--a systematic review of the literature.

    Science.gov (United States)

    Müller, R; Peter, C; Cieza, A; Geyh, S

    2012-02-01

    Systematic literature review. To examine the current knowledge of how social support and social skills are associated with aspects of health, functioning and quality of life of persons living with spinal cord injury (SCI). A systematic literature review was conducted. The literature search was carried out in Pubmed, PsycINFO, ERIC (Educational Resources Information Centre), CINAHL (Cumulative Index to Nursing and Allied Health Literature), Embase and SSCI (Social Sciences Citation Index). Publications were identified according to predefined eligibility criteria; study qualities were evaluated, study results extracted and a narrative synthesis was compiled. In all, 58 publications about social support and SCI were included. Social support was positively related to physical and mental health, pain, coping, adjustment and life satisfaction. Social skills were assessed in 11 studies: social problem solving (n=7), assertiveness (n=3), verbal communication (n=1) and self-monitoring (n=1) were examined. Effective problem-solving skills were related to better mental health outcomes, health prevention behavior and less secondary conditions. Assertiveness was related to higher depression in rehabilitation setting. Interventions targeted at social support or social skills were scarcely studied. Only one study examined the relationship between social skills and social support in SCI. Social support is associated with better health and functioning in individuals with SCI. However, the full range of social skills has not yet been studied in people with SCI. Furthermore, the role of social skills in relation to social support, health and functioning remains unclear. Better understanding of social skills and social support in SCI could facilitate the development of targeted and effective interventions to enhance functioning of people with SCI.

  16. Differences on the Level of Social Skills between Freshman Computer Gamers and Non-Gamers

    OpenAIRE

    Joseph B. Campit

    2015-01-01

    Computer games play a large role in socialization and the consequences of playing them have been a topic of debates. This observation led the researcher to conduct the study about the influence of computer games on the social skills of the BSIT first year students of Pangasinan State University, Bayambang Campus, during school year 2012-2013. This study determined the profile of the 115 BSIT first year students according to: preferred computer games and frequency of playing. It in...

  17. Attachment Style and Social Skills of Children: The Function of Mediator Emotional Intelligence

    Directory of Open Access Journals (Sweden)

    Elham Ghorbanian

    2016-12-01

    Full Text Available Background and Objective: Many research indicated that children residential centers have the high possibility to diagnose with psychological disorders. Therefore, this study aims to predict social skill based on their attachment style and emotional intelligence undertaken to examine the role of intervention among children residential centers of state welfare organization.Materials and Methods: This research is a descriptive study. The 400 (240 boys & 160 girls children residential centers were chosen through cluster sampling method of Tehran city. The survey questionnaire instruments were; social skills, emotional intelligence and attachment style. The data obtained from the structural equation modeling (SEM were analyzed by using the LISERAL software.Results: Results show that attachment style directly & indirectly lead to social skill through the mediation variable of emotional intelligence. Between endogenous latent variable and the indicator of attachment style, the path coefficients were respectively 0.60 & 0.32, between endogenous latent 0.41, 0.45 & 0.94, and between the latent variable of indigenous social sill and the indicator the path coefficients were sportively 0.35, 0.50, 0.90 & 0.85. It can be said that and all the causal paths were significant.Conclusion: Considering the importance and necessity of children social skills and its effects on children’s life, recognizing environmental factors such as attachment style and individual factors such as emotional intelligence can finally lead to a deeper recognition of factors affecting the transformation of children’s social skills in order to present suitable methods.

  18. d-Cycloserine enhances durability of social skills training in autism spectrum disorder.

    Science.gov (United States)

    Wink, Logan K; Minshawi, Noha F; Shaffer, Rebecca C; Plawecki, Martin H; Posey, David J; Horn, Paul S; Adams, Ryan; Pedapati, Ernest V; Schaefer, Tori L; McDougle, Christopher J; Swiezy, Naomi B; Erickson, Craig A

    2017-01-01

    d-Cycloserine (DCS) enhances extinction learning across species, but it has proven challenging to identify consistent benefit of DCS when added to therapeutic interventions. We conducted a placebo-controlled trial of DCS to potentiate social skills training in autism spectrum disorder (ASD) but found substantial improvement in both the DCS and placebo groups at the conclusion of active treatment. Here, we assess the impact of DCS 11 weeks following active treatment to evaluate the impact of DCS on treatment response durability. Study participants included 60 outpatient youth with ASD, ages 5-11 years, all with IQ above 70, and significantly impaired social functioning who completed a 10-week active treatment phase during which they received weekly single doses of 50 mg of DCS or placebo administered 30 min prior to group social skills training. Following the 10-week active treatment phase, blinded follow-up assessments occurred at week 11 and week 22. The primary outcome measure for our durability of treatment evaluation was the parent-rated social responsiveness scale (SRS) total raw score at week 22. Analysis of the SRS total raw score demonstrated significant decrease for the DCS group compared to the placebo group ( p  = 0.042) indicating greater maintenance of treatment effect in the DCS group. DCS was well tolerated, with irritability being the most frequently reported adverse effect in both groups. The findings of this study suggest that DCS may help youth with ASD to maintain skills gained during sort-term social skills training. Larger-scale studies with longer follow-up will be necessary to further understand the long-term impact of DCS paired with structured social skills training. ClinicalTrials.gov, NCT01086475.

  19. Children's perceptions about their health-related quality of life: effects of a health education-social skills program.

    Science.gov (United States)

    Karasimopoulou, Smaragda; Derri, Vassiliki; Zervoudaki, Eleni

    2012-10-01

    The perception about one's health includes feelings about physical and psychological characteristics as well as ways of managing interpersonal relationships. The purpose of this study was to examine the effect of the Health Education Program 'Skills for primary school children' (KE.TH.E.A.-Ministry of Education of Greece. 1998. Educational Program of Prevention: Skills for Elementary Students [Eκπαιδευτικό υλικό πρόληψης: Δεξιότητες για Παιδιά του Δημοτικού]. Athens: KE.TH.E.A, 1998) on children's perceptions about certain dimensions of their quality of life: physical well-being, mental well-being, moods and emotions, self-concept, leisure-autonomy, family life, financial resources, friends, school environment and social acceptance (bullying). Two hundred and eighty-six students of fifth and sixth grade, from schools of Northern and Southern Greece participated. One hundred and twenty-eight (n = 128) formed the experimental group and 158 the control group (n = 158). The experimental group followed the skills program for 23 weeks (one 45 min lesson/week), whereas the control group did not. The Kidscreen Questionnaire (Kim S, Laird M. An Outcome Evaluation of Lions Quest 'Skills for growing' Grades K-5, 1993. Available at: http://www.Lions-quest.org. Accessed: 2 April 2009) was applied to assess health-related quality of life. Results from multivariate analysis of variance with repeated measures indicated that children in the experimental group significantly improved their perceptions of physical well-being, family life, financial aspects, friends, school life and social acceptance. On the other hand, children in the control group significantly improved their perceptions for physical well-being, whereas they deteriorated them significantly for family life, mood and feelings and social acceptance. Also, children as a whole improved their self-concept. Furthermore, analysis of covariance showed that the

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

    Science.gov (United States)

    Yoder, Nick

    2015-01-01

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

  1. Social skills: a factor of protection against eating disorders in adolescentes.

    Science.gov (United States)

    Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

    2015-11-01

    The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders.

  2. Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models

    Science.gov (United States)

    Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

    2015-01-01

    Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621

  3. Emotion recognition and social skills in child and adolescent offspring of parents with schizophrenia.

    Science.gov (United States)

    Horton, Leslie E; Bridgwater, Miranda A; Haas, Gretchen L

    2017-05-01

    Emotion recognition, a social cognition domain, is impaired in people with schizophrenia and contributes to social dysfunction. Whether impaired emotion recognition emerges as a manifestation of illness or predates symptoms is unclear. Findings from studies of emotion recognition impairments in first-degree relatives of people with schizophrenia are mixed and, to our knowledge, no studies have investigated the link between emotion recognition and social functioning in that population. This study examined facial affect recognition and social skills in 16 offspring of parents with schizophrenia (familial high-risk/FHR) compared to 34 age- and sex-matched healthy controls (HC), ages 7-19. As hypothesised, FHR children exhibited impaired overall accuracy, accuracy in identifying fearful faces, and overall recognition speed relative to controls. Age-adjusted facial affect recognition accuracy scores predicted parent's overall rating of their child's social skills for both groups. This study supports the presence of facial affect recognition deficits in FHR children. Importantly, as the first known study to suggest the presence of these deficits in young, asymptomatic FHR children, it extends findings to a developmental stage predating symptoms. Further, findings point to a relationship between early emotion recognition and social skills. Improved characterisation of deficits in FHR children could inform early intervention.

  4. Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models.

    Science.gov (United States)

    Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

    2015-01-01

    Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.

  5. WWC Review of the Report "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students." What Works Clearinghouse Single Study Review

    Science.gov (United States)

    What Works Clearinghouse, 2015

    2015-01-01

    For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…

  6. A Comparison of Entrepreneurial Skills of Fourth-Grade Gifted and Normal Student's in Social Studies

    Directory of Open Access Journals (Sweden)

    Şirin Çetin

    2017-12-01

    Full Text Available The aim of the study was to investigate entrepreneurship skills of fourth grade gifted students who were attending Science and Art Centers and those of fourth grade normal students in social studies. The study group consisted of 10 Science and Arts Centers and 10 primary schools in the province of Samsun. A convergent parallel mixed method was used in the study. Data was collected using the Fourth Grade Social Sciences Course Entrepreneurship Scale. Qualitative data was collected through a semi-structured and non-directive interview technique. N-Vivo program was used for qualitative data analysis. Results showed that gifted students had higher entrepreneur skills than did fourth grade normal students. Gender was not found to be a significant factor in entrepreneur skills whereas school type was significant.

  7. DESIGNING CROSS SUBJECT COMMUNICATIONS AS THE CONDITION FOR DEVELOPING SOCIAL SKILLS IN TEACHERS

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    Nina Ivanovna Lygina

    2013-09-01

    Full Text Available In this paper we will present the results of a pedagogical experiment aimed at studying the level of social skills in university professors. Planning cross subject communications in an academic subject with consideration of the previous and associated knowledge and skills of students in the educational programme formed the basis of the pedagogical experiment. Problems have occurred when university professors are faced with elaborating cross subject communications. It was discovered that the problems professors had were connected to their responsiveness and to the various strategies they applied while working within small groups. We will analyze the results, provide recommendations and show the change in the level of the professors’ social skills during elaboration of  cross subject communications.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-21

  8. Neurocognition and social skill in older persons with schizophrenia and major mood disorders: An analysis of gender and diagnosis effects

    OpenAIRE

    Mueser, Kim T.; Pratt, Sarah I.; Bartels, Stephen J.; Forester, Brent; Wolfe, Rosemarie; Cather, Corinne

    2010-01-01

    Effective social interactions necessary for getting affiliative and instrumental needs met require the smooth integration of social skills, including verbal, non-verbal, and paralinguistic behaviors. Schizophrenia is characterized by prominent impairments in social and role functioning, and research on younger individuals with the illness has shown that social skills deficits are both common and distinguish the disease from other psychiatric disorders. However, less research has focused on di...

  9. Predictors of Loneliness in a Sample of College Men and Women in Cyprus: The Role of Anxiety and Social Skills

    OpenAIRE

    Georgia Panayiotou; Maria Panteli; Marios Theodorou

    2016-01-01

    AimThis investigation examined the association between social anxiety and loneliness, and the role of associated characteristics specifically self-esteem, social skills and anxiety sensitivity, among young adults in Cyprus, and potential gender differences in the prediction of perceived loneliness.MethodQuestionnaires on loneliness, social skills, anxiety sensitivity and self-esteem were administered to a college sample in Cyprus.ResultsMediated regression supported full mediation by social s...

  10. Improving Computer Skills of Socially Disadvantaged Adolescents: Same-Age versus Cross-Age Tutoring

    Science.gov (United States)

    Vogelwiesche, Uta; Grob, Alexander; Winkler, Britta

    2006-01-01

    In a voluntary tutor-based training program, socially disadvantaged adolescents acquired basic computer skills. Two training groups were compared: one group was instructed by adolescents, the other by adults. Both groups achieved comparable results in a final test. The tutees' learning results did not differ with respect to their initial…

  11. Social Skills Training for Depression and Comparative Efficacy Research: A 30-Year Retrospective

    Science.gov (United States)

    Thase, Michael E.

    2012-01-01

    By the late 1970s it was clear that cognitive and behavioral therapies were promising alternatives to antidepressant medications for treatment of depressed outpatients. One such model of therapy, Social Skills Training, was developed by Michel Hersen and his colleagues specifically for treatment of depressed women. Professor Hersen and his…

  12. 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"…

  13. Social Skills as Precursors of Cannabis Use in Young Adolescents: A Trails Study

    Science.gov (United States)

    Griffith-Lendering, Merel F. H.; Huijbregts, Stephan C. J.; Huizink, Anja C.; Ormel, Hans; Verhulst, Frank C.; Vollebergh, Wilma A. M.; Swaab, Hanna

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre)adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset of cannabis use, and frequency of use at follow-up…

  14. Usefulness of Social Network Sites for Adolescents' Development of Online Career Skills

    Science.gov (United States)

    Rutten, Mariëlle; Ros, Anje; Kuijpers, Marinka; Kreijns, Karel

    2016-01-01

    Schools have an important role in teaching students how to use Social Network Site (SNS) for career purposes. This involves the opportunity for students to practice online career skills. Different types of digital environments are available for schools. There are SNS designed to enable users to interact and network. In addition there are digital…

  15. Life Skills Training: Preventing Substance Misuse by Enhancing Individual and Social Competence

    Science.gov (United States)

    Botvin, Gilbert J.; Griffin, Kenneth W.

    2014-01-01

    Research concerning the etiology and prevention of substance misuse has led to the development of preventive interventions that are theory-based and effective. One such approach, Life Skills Training (LST), targets key etiologic factors using a conceptual framework derived from social learning theory and problem behavior theory. LST has been…

  16. On the Role of Personality Traits and Social Skills in Adult Economic Attainment

    NARCIS (Netherlands)

    G. Mueller

    2006-01-01

    textabstractThe research reported on these pages analyzes the influence of personality traits and interpersonal skills in adult economic attainment, with particular focus on earnings. The purpose is to bring together ideas from economics, social-psychology, and related disciplines in order to

  17. Perceptions of Educators Regarding Direct Social Skills Instruction for Students with Disabilities

    Science.gov (United States)

    Kok, Amor

    2014-01-01

    As mandated by state and federal laws, students with disabilities have been mainstreamed into a general educational setting. The problem was these students exhibited behavior that interfered with their learning or the learning of other students. The perception of educators and administrators regarding social skills instruction for students with…

  18. The influence of treatment motivation on outcomes of social skills training for juvenile delinquents

    NARCIS (Netherlands)

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

    This study examined the influence of treatment motivation on posttreatment effectiveness of an outpatient, individual social skills training for juvenile delinquents imposed as a penal sanction. Propensity score matching was used to match a control group of juveniles receiving treatment as usual (n

  19. An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder

    Science.gov (United States)

    Leaf, Justin B.; Leaf, Jeremy A.; Milne, Christine; Taubman, Mitchell; Oppenheim-Leaf, Misty; Torres, Norma; Townley-Cochran, Donna; Leaf, Ronald; McEachin, John; Yoder, Paul

    2017-01-01

    In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The…

  20. Evidence-Based Social Skills Interventions for Students at Risk for EBD

    Science.gov (United States)

    Gresham, Frank

    2015-01-01

    Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

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

    Science.gov (United States)

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

    2015-11-27

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

  2. 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…

  3. Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review

    Science.gov (United States)

    Kim, Sunyoung; Yan, Min-Chi; Kulkarni, Saili S.

    2017-01-01

    Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted…

  4. Changes in Depressive Symptoms among Adolescents with ASD Completing the PEERS® Social Skills Intervention

    Science.gov (United States)

    Schiltz, Hillary K.; McVey, Alana J.; Dolan, Bridget K.; Willar, Kirsten S.; Pleiss, Sheryl; Karst, Jeffrey S.; Carson, Audrey M.; Caiozzo, Christina; Vogt, Elisabeth M.; Yund, Brianna D.; Van Hecke, Amy Vaughan

    2018-01-01

    Depression is a common concern among people with autism spectrum disorder (ASD) and is often associated with social skills and relationship challenges. The present data, from a randomized controlled trial, examined the effect of PEERS® on self-reported depressive symptoms via the Children's Depression Inventory (CDI) among 49 adolescents with ASD.…

  5. School-Based Intervention for Social Skills in Children from Divorced Families

    Science.gov (United States)

    Angacian, Sevan; Bray, Melissa A.; Kehle, Thomas J.; Byer-Alcorace, Gabriel; Theodore, Lea A.; Cross, Karen; DeBiase, Emily

    2015-01-01

    Divorce is an increasingly prevalent occurrence in society that has the potential to result in many adverse short- and long-term consequences for children and their parents. Social skills, such as those with peers, are one of the problems that may emerge for children of divorce. Despite this growing problem, there is a paucity of research…

  6. Social Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism

    Science.gov (United States)

    Tse, Jeanie; Strulovitch, Jack; Tagalakis, Vicki; Meng, Linyan; Fombonne, Eric

    2007-01-01

    The effectiveness of a social skills training group for adolescents with Asperger syndrome and high-functioning autism (AS/HFA) was evaluated. Parents of six groups of adolescents (n = 46, 61% male, mean age 14.6) completed questionnaires immediately before and after the 12-week group. Parents and adolescents were surveyed regarding their…

  7. Social Skills as Precursors of Cannabis Use in Young Adolescents : A Trails Study

    NARCIS (Netherlands)

    Griffith-Lendering, Merel F. H.; Huijbregts, Stephan C. J.; Huizink, Anja C.; Ormel, Hans; Verhulst, Frank C.; Vollebergh, Wilma A. M.; Swaab, Hanna

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre) adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset

  8. Evidence-Based Social Skills Interventions for Children with Autism: A Meta-Analysis

    Science.gov (United States)

    Wang, Peishi; Spillane, Anne

    2009-01-01

    The purpose of this study was to provide a synthesis of research studies published in the last ten years on interventions to increase social skills for children and adolescents with ASD, examine the outcomes of these studies and evaluate whether a given intervention meets the criteria for evidence-based practice. Thirty-eight studies were included…

  9. Social skills as precursors of cannabis use in young adolescents: a TRAILS study

    NARCIS (Netherlands)

    Griffith-Lendering, M.F.H.; Huijbregts, S.C.J.; Huizink, A.C.; Ormel, H.; Verhulst, F.C.; Vollebergh, W.A.M.; Swaab, H.

    2011-01-01

    Social skills (cooperation, assertion, and self-control) were assessed by teachers for a longitudinal cohort of (pre)adolescents, with measurements at average ages 11.1 (baseline) and 16.3 years (follow-up). Prospective associations with participants' self-reported use of cannabis, (age of) onset of

  10. Usefulness of Social Network Sites for Adolescents' Development of Online Career Skills

    NARCIS (Netherlands)

    Rutten, Mariëlle; Ros, Anje; Kuijpers, Marinka; Kreijns, Karel

    2018-01-01

    Schools have an important role in teaching students how to use Social Network Site (SNS) for career purposes. This involves the opportunity for students to practice online career skills. Different types of digital environments are available for schools. There are SNS designed to enable users to

  11. Targeting Social Skills Deficits in an Adolescent with Pervasive Developmental Disorder

    Science.gov (United States)

    Hagopian, Louis P.; Kuhn, David E.; Strother, Geri E.

    2009-01-01

    Social skills deficits are a defining feature of individuals diagnosed with autism and other pervasive developmental disorders (PDD), which can impair functioning and put the individual at higher risk for developing problem behavior (e.g., self-injury, aggression). In the current study, an adolescent with PDD displayed inappropriate social…

  12. A Trial of an iPad™ Intervention Targeting Social Communication Skills in Children with Autism

    Science.gov (United States)

    Fletcher-Watson, Sue; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catherine; O'Hare, Anne; Pain, Helen; McConachie, Helen

    2016-01-01

    This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of…

  13. The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills

    Science.gov (United States)

    Ahmetoglu, Emine; Acar, Ibrahim H.

    2016-01-01

    The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…

  14. Social Skills of First-Grade Primary School Students and Pre-School Education

    Science.gov (United States)

    Gulay, Hulya; Akman, Berrin; Kargi, Eda

    2011-01-01

    The purpose of this study is to evaluate the level of social skills of the first-grade primary school students who received preschool education and not. The sample group of the study consists of 521 children studying in the first grade of primary schools in Turkish provinces of Ankara, Kars, Malatya, Igdir, Samsun, Mersin, Gaziantep, Karabuk,…

  15. SOCIAL SKILLS AND ACADEMIC BACKGROUND: A COMPARATIVE STUDY AMONG STUDENTS AND PSYCHOLOGY PROFESSIONALS

    Directory of Open Access Journals (Sweden)

    Diêgo Ferreira de Oliveira

    2016-12-01

    Full Text Available The present research had as an objective the comparison of Social Skills (SS on psychology course undergraduates' and professionals working in the area with at least one year of work performance. Three groups participated in this study: 63 students at the beginning of the course (1st, 2nd and 3rd semesters; 54 students at the end of the course (8th, 9th and 10th semesters; and 25 psychologists. For the data collect it was used a Social Skills Inventory (SSI that was applied at the university places of work or availability, or via e-mail, with the professionals. The results showed that there were no significant differences in the overall score of Social Skills, neither between the students at the beginning and the end of the course (p=0.319 nor between students at the end of the course and the psychologists (p= 0,70. There was a significant difference in the comparison of students at the beginning of the course and psychologists (p= 0.009. From the manual, it was possible to verify that the majority, of students and professionals, presented a good repertory of SS in its different factors. It was considered still relevant, the development of activities that could enable a major learning of these SS still during graduation, evaluating that they are fundamental to the psychologists' performance. Keywords: Social skills. Psychology. Psychology students. Psychologists.

  16. Social Skills Expression of Senior High School Age Students in Physical Education Classes

    Science.gov (United States)

    Akelaitis, Arturas V.

    2015-01-01

    The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15-16 years old) students and 258 (17-18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaite and V. Gudžinskiene…

  17. Measures of Social and Emotional Skills for Children and Young People: A Systematic Review

    Science.gov (United States)

    Humphrey, Neil; Kalambouka, Afroditi; Wigelsworth, Michael; Lendrum, Ann; Deighton, Jessica; Wolpert, Miranda

    2011-01-01

    This study presents the findings of a systematic review of measures of social and emotional skills for children and young people. The growing attention to this area in recent years has resulted in the development of a large number of measures to aid in the assessment of children and young people. These measures vary on a number of variables…

  18. Expanding Notions of Social Reproduction: Grandparents' Educational Attainment and Grandchildren's Cognitive Skills

    Science.gov (United States)

    Ferguson, Jason L.; Ready, Douglas D.

    2011-01-01

    Inherited privilege and status remain powerful factors in the distribution of opportunity in American life. These transfers of socioeconomic resources across generations are facilitated by the links between adult educational attainment and children's cognitive skills. Our current study expands the notion of social reproduction beyond this narrow…

  19. Links between Preschool Children's Social Skills and Observed Pretend Play in Outdoor Childcare Environments

    Science.gov (United States)

    Li, Jiayao; Hestenes, Linda L.; Wang, Yudan C.

    2016-01-01

    As one of the most advanced play forms in childhood, pretend play often demonstrates positive associations with children's development. However, results from research that examines the association between social skills and pretend play are mixed, especially when the complexity of pretend play is taken into account. Moreover, few studies on pretend…

  20. Participation in Organized Activities and Conduct Problems in Elementary School: The Mediating Effect of Social Skills

    Science.gov (United States)

    Denault, Anne-Sophie; Déry, Michèle

    2015-01-01

    The goal of this study was to test a mediation model in which social skills mediate the relationship between participation in organized activities and conduct problems among elementary school children. Two moderators of these associations were also examined, namely, gender and reception of special education services. A total of 563 children (45%…

  1. Social Skills and Self-Esteem of College Students with ADHD

    Science.gov (United States)

    Tse, Marina

    2012-01-01

    Research indicates that up to 65% of children diagnosed with ADHD may continue to display general behavior problems, as well as specific symptoms of ADHD, later in life. In most of the studies, ADHD college students' self-esteem is strongly aligned with their social skills. The purpose of this study was to find directions that will assist ADHD…

  2. Adjustment, Social Skills, and Self-Esteem in College Students with Symptoms of ADHD

    Science.gov (United States)

    Shaw-Zirt, Barbara; Popali-Lehane, Leelawatte; Chaplin, William; Bergman, Andrea

    2005-01-01

    Many studies of ADHD have shown that the problems associated with the disorder continue into adolescence and beyond for 10% to 60% of patients. The present study assesses several aspects of college adjustment, social skills, and self-esteem in a nonreferred sample of college students meeting criteria for a "Diagnostic and Statistical Manual of…

  3. How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness

    Science.gov (United States)

    Collett, Gale A.

    2013-01-01

    Longitudinal research has demonstrated that children's emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl…

  4. The Relation between Chinese Preschoolers' Social-Emotional Competence and Preacademic Skills

    Science.gov (United States)

    Ren, Lixin; Knoche, Lisa L.; Edwards, Carolyn Pope

    2016-01-01

    Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of…

  5. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    Science.gov (United States)

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  6. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    Science.gov (United States)

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  7. Reading as a Skill or as a Social Practice in French Immersion?

    Science.gov (United States)

    Roy, Sylvie; Schafer, Paul-Christophe

    2015-01-01

    This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

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

    Directory of Open Access Journals (Sweden)

    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.

  9. Classroom quality at pre-kindergarten and kindergarten and children's social skills and behavior problems

    NARCIS (Netherlands)

    Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and

  10. Caught Up in the Past? Social Inclusion, Skills, and Vocational Education and Training Policy in England

    Science.gov (United States)

    Fleckenstein, Timo; Lee, Soohyun Christine

    2018-01-01

    Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This article assesses the…

  11. Beyond Physical Inclusion: Teaching Skills in the Community to Enhance Social Inclusion

    Science.gov (United States)

    Hall, Carmen L.

    2017-01-01

    Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant…

  12. The Efficacy of Social Skills Treatment for Children with Asperger Syndrome

    Science.gov (United States)

    Elder, Lisa M.; Caterino, Linda C.; Chao, Janet; Shaknai, Dina; De Simone, Gina

    2006-01-01

    Children with Asperger Syndrome present with significant social skills deficits, which may contribute to clinical problems such as anxiety, depression, and/or other behavioral disorders. This article provides a description of the nature of Asperger Syndrome and provides possible treatment interventions, specifically focusing on the efficacy of…

  13. Nonverbal Social Skills of Adults with Mild Intellectual Disability Diagnosed with Depression

    Science.gov (United States)

    Hartley, Sigan L.; Birgenheir, Denis G.

    2009-01-01

    Depression is one of the most common psychiatric disorders in adults with intellectual disability (ID), yet little is known about depressive behaviors in an ID population. This study examined the nonverbal social skills of 18 adults with mild ID diagnosed with depression and a matched sample of adults with mild ID without depression. Nonverbal…

  14. Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

    Science.gov (United States)

    Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

    2016-01-01

    Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

  15. Peer Attachment, Coping, and Self-Esteem in Institutionalized Adolescents: The Mediating Role of Social Skills

    Science.gov (United States)

    Mota, Catarina Pinheiro; Matos, Paula Mena

    2013-01-01

    This study analyzes the contribution of peer attachment in predicting active coping and self-esteem in a sample of 109 institutionalized adolescents. It also explores the mediating role of social skills in the association between peer attachment, coping, and self-esteem. Structural equation modeling identified a model able to predict a positive…

  16. Cochrane review: social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD).

    Science.gov (United States)

    Reichow, Brian; Steiner, Amanda M; Volkmar, Fred

    2013-03-07

    Since autism was first described, major difficulties in social interaction have been a defining feature of individuals with autism spectrum disorders (ASD). Social skills groups are a common intervention for individuals with ASD. Although a frequently recommended practice, the few studies that have addressed the efficacy of social skills groups have shown mixed results. To determine the effectiveness of social skills groups for improving social competence, social communication, and quality of life for people with ASD who are six to 21 years of age. We searched the following databases in December 2011: CENTRAL (2011 Issue 4), MEDLINE (1948 to November Week 3, 2011), EMBASE (1980 to Week 50, 2011), PsycINFO (1887 to December Week 2, 2011), CINAHL (1937 to current), ERIC (1966 to current), Sociological Abstracts (1952 to current), OCLC WorldCat (12 December 2011), Social Science Citation Index (1970 to 16 December 2011), and the metaRegister of Controlled Trials (20 December 2011). We also searched the reference lists of published papers. Randomized control trials (RCTs) comparing treatment (social skills groups) with a control group who were not receiving the treatment for participants aged six to 21 years with ASD. The control group could be no intervention, wait list, or treatment as usual. Outcomes sought were standardized measures of social competence, social communication, quality of life, emotion recognition, and any other specific behaviors. Two review authors independently selected and appraised studies for inclusion and assessed the risk of bias in each included study. All outcome data were continuous and standardized mean difference effect sizes (ES) with small sample correction were calculated. We conducted random-effects meta-analysis where possible. We included five RCTs evaluating the effects of social skills groups in 196 participants with ASD aged 6 to 21 years old. The results show there is some evidence that social skills groups improve overall

  17. Cross sectional associations of screen time and outdoor play with social skills in preschool children.

    Science.gov (United States)

    Hinkley, Trina; Brown, Helen; Carson, Valerie; Teychenne, Megan

    2018-01-01

    Screen time and physical activity behaviours develop during the crucial early childhood period (0-5 years) and impact multiple health and developmental outcomes, including psychosocial wellbeing. Social skills, one component of psychosocial wellbeing, are vital for children's school readiness and future mental health. This study investigates potential associations of screen time and outdoor play (as a proxy for physical activity) with social skills. Cross sectional data were available for 575 mothers with a child (54% boys) aged 2-5 years. Mothers reported their child's screen time, outdoor play time and social skills (Adaptive Social Behavior Inventory; ASBI). Multiple linear regression analyses assessed associations of screen and outdoor play time (Model 1) and compliance with screen time and physical activity recommendations (Model 2) with three ASBI subscales. Boys and girls spent a mean of 2.0 and 2.2 hours per day in screen time, and 3.3 and 2.9 hours per day in outdoor play, respectively. Girls scores for express and comply skills were significantly higher than boys (p<0.005). After applying the Benjamini-Hochberg Procedure to adjust for multiple associations, children's television/DVD/video viewing was inversely associated with their compliant scores (B = -0.35 95% CI -0.26, -0.14; p = 0.001) and outdoor play time was positively associated with both expressive (B = 0.20 95% CI 0.07, 0.34; p = 0.004) and compliant (B = 0.22 95% CI 0.08, 0.36; p = 0.002) scores. Findings indicate that television/DVD/video viewing may be adversely, and outdoor play favourably, associated with preschool children's social skills. Future research is required to identify the direction of causation and explore potential mechanisms of association.

  18. Social-Skills and Parental Training plus Standard Treatment versus Standard Treatment for Children with ADHD - The Randomised SOSTRA Trial

    DEFF Research Database (Denmark)

    Storebø, Ole Jakob; Gluud, Christian; Winkel, Per

    2012-01-01

    To investigate the effects of social-skills training and parental training programme for children with attention deficit hyperactivity disorder (ADHD).......To investigate the effects of social-skills training and parental training programme for children with attention deficit hyperactivity disorder (ADHD)....

  19. Children with Autism Spectrum Disorder and Social Skills Groups at School: A Randomized Trial Comparing Intervention Approach and Peer Composition

    Science.gov (United States)

    Kasari, Connie; Dean, Michelle; Kretzmann, Mark; Shih, Wendy; Orlich, Felice; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; King, Bryan

    2016-01-01

    Background: Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method: Children with ASD were…

  20. Multirater Congruence on the Social Skills Assessment of Children with Asperger Syndrome: Self, Mother, Father, and Teacher Ratings

    Science.gov (United States)

    Kalyva, Efrosini

    2010-01-01

    Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results…

  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. Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

    Science.gov (United States)

    Rice, Linda Marie; Wall, Carla Anne; Fogel, Adam; Shic, Frederick

    2015-01-01

    This study examined the extent to which a computer-based social skills intervention called "FaceSay"™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). "FaceSay"™ offers students simulated practice with eye gaze, joint attention,…

  3. Effectiveness of the Group Play Therapy on the Insecure Attachment and Social Skills of Orphans in Ahvaz City

    Science.gov (United States)

    Mousavi, Bahareh; Safarzadeh, Sahar

    2016-01-01

    This study aimed to determine the effectiveness of the group play therapy on the insecure attachment and social skills of orphans in Ahvaz city. Statistical population included all orphans in Ahvaz city, of whom 30 students were selected whose scores in insecure attachment and in social skills were one standard deviation higher and one standard…

  4. School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners

    Science.gov (United States)

    Datar, Ashlesha; Gottfried, Michael A.

    2015-01-01

    Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S.…

  5. Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study

    Science.gov (United States)

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

    2012-01-01

    Despite the psychosocial difficulties common among young adults with autism spectrum disorders (ASD), little to no evidence-based social skills interventions exist for this population. Using a randomized controlled trial (RCT) design, the current study tested the effectiveness of an evidence-based, caregiver-assisted social skills intervention…

  6. Effectiveness of Leisure Time Activities Program on Social Skills and Behavioral Problems in Individuals with Intellectual Disabilities

    Science.gov (United States)

    Eratay, Emine

    2013-01-01

    The objective of this study is to evaluate the effectiveness of leisure time activities program in individuals with intellectual disabilities in terms of developing social skills and reducing behavioral problems. Social skills assessment scale, behavioral assessment form for children and young adults, and teacher's report forms were used in the…

  7. An Evaluation of Behavioral Skills Training for Teaching Caregivers How to Support Social Skill Development in Their Child with Autism Spectrum Disorder.

    Science.gov (United States)

    Hassan, Mahfuz; Simpson, Andrea; Danaher, Katey; Haesen, James; Makela, Tanya; Thomson, Kendra

    2018-01-06

    Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child's skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child's context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

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

    Science.gov (United States)

    Ziv, Yair

    2013-01-01

    The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

  9. Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria.

    Science.gov (United States)

    Adeniyi, Yetunde C; Omigbodun, Olayinka O

    2016-01-01

    Studies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria. Thirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3-4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann-Whitney U test and the Kruskal-Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the 'none or minimal' social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001). The social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social

  10. An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder.

    Science.gov (United States)

    Leaf, Justin B; Leaf, Jeremy A; Milne, Christine; Taubman, Mitchell; Oppenheim-Leaf, Misty; Torres, Norma; Townley-Cochran, Donna; Leaf, Ronald; McEachin, John; Yoder, Paul

    2017-02-01

    In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants' behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p < .001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded.

  11. The Effect of Cognitive Remediation Therapy on Social Skills in Institutionalized Elderly Patients with Schizophrenia.

    Science.gov (United States)

    Mohammadi, Fatemeh; Momtaz, Yadollah Abolfathi; Motallebi, Seyedeh Ameneh; Boosepasi, Shahnaz

    2017-01-01

    There are limited scientific investigations on cognitive remediation in elderly patients with schizophrenia. The present study was aimed to examine the efficacy of cognitive remediation therapy on social skills in institutionalized elderly patients with schizophrenia. The study employed a randomized clinical trial. A total of 60 institutionalized elderly patients with schizophrenia from Razi Psychiatric Hospital, Tehran were selected and randomly allocated into two equal groups (control and intervention). The intervention group attended to cognitive remediation therapy for 8 weeks. The Evaluation of Living Skills Scale for psychiatric patients was used for data collection. The Chi Square, independent and paired t-tests using SPSS, version 22, were employed to analyze the data. The mean age of 60 elderly patients participated in the study was 65.25 ± 4.19 years. No significant differences were found between two groups at baseline. However, independent t-tests showed significant differences between the intervention and the control group in social skills after implementation of intervention. Additionally, the results of paired t-tests revealed significant improvements in intervention group on communication skills (t=5.50, psocial skills of elderly patients with schizophrenia. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

  12. Evaluating the Usability of a Wearable Social Skills Training Technology for Children with Autism Spectrum Disorder

    Directory of Open Access Journals (Sweden)

    Ben G. Kinsella

    2017-07-01

    Full Text Available Affecting 1 in 68, autism spectrum disorder (ASD is a complex neurodevelopmental disorder characterized by social skill impairments. While prognosis can be significantly improved with intervention, few evidence-based interventions exist for social skill deficits in ASD. Existing interventions are resource-intensive, their outcomes vary widely for different individuals, and they often do not generalize to new contexts. Technology-aided intervention is a motivating, low-cost, and versatile approach for social skills training in ASD. Although early studies support the feasibility of technology-aided intervention, existing approaches have been criticized for teaching social skills through human-to-computer interaction, paradoxically leading to increased social isolation. To address this gap, we propose a system to help guide human-to-human interaction called Holli, a wearable technology to serve as a social skills coach for children with ASD. The Google Glass-based application listens to conversations and prompts the user with appropriate social responses. In this paper, we describe a usability study we conducted to determine the feasibility of using wearable technology to prompt children with ASD throughout social conversations. Fifteen children with ASD (mean age = 12.92 ± 2.33, verbal intelligent quotient = 103.3 ± 18.73 used the application while engaging in a restaurant-themed interaction with a research assistant. The application was evaluated on its effectiveness (i.e., how accurately the application responds, efficiency (i.e., how quickly the user and the application respond, and user satisfaction (based on a post-session questionnaire. All users were able to successfully complete the 10-turn exchange while using Holli. The results indicated the Holli accurately detected and recognized user utterance in real time. Participants reported positive experiences of using the application. To the best of our knowledge, this system

  13. Motor skills, haptic perception and social abilities in children with mild speech disorders.

    Science.gov (United States)

    Müürsepp, Iti; Aibast, Herje; Gapeyeva, Helena; Pääsuke, Mati

    2012-02-01

    The aim of the study was to evaluate motor skills, haptic object recognition and social interaction in 5-year-old children with mild specific expressive language impairment (expressive-SLI) and articulation disorder (AD) in comparison of age- and gender matched healthy children. Twenty nine children (23 boys and 6 girls) with expressive-SLI, 27 children (20 boys and 7 girls) with AD and 30 children (23 boys and 7 girls) with typically developing language as controls participated in our study. The children were examined for manual dexterity, ball skills, static and dynamic balance by M-ABC test, haptic object recognition and for social interaction by questionnaire completed by teachers. Children with mild expressive-SLI demonstrated significantly poorer results in all subtests of motor skills (psocial interaction (pdifferences (p>0.05) in measured parameters between children with AD and controls. Children with expressive-SLI performed considerably poorer compared to AD group in balance subtest (psocial interaction are considerably more affected than in children with AD. Although motor difficulties in speech production are prevalent in AD, it is localised and does not involve children's general motor skills, haptic perception or social interaction. Copyright © 2011 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  14. 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

  15. 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.

  16. The Additive Effects of Video Self-Modeling on a Social Skills Training Package Addressing Conversational Skills in Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    Merrill, Anna

    2017-01-01

    Autism Spectrum Disorder (ASD) is a lifelong developmental disability that affects social development and social communication. As the prevalence of ASD increases, more children on the spectrum are growing into adolescents and young adults. Adolescents have unique needs as they transition from childhood to adulthood. One imperative skill deficit…

  17. Investigating the social behavioral dynamics and differentiation of skill in a martial arts technique.

    Science.gov (United States)

    Caron, Robert R; Coey, Charles A; Dhaim, Ashley N; Schmidt, R C

    2017-08-01

    Coordinating interpersonal motor activity is crucial in martial arts, where managing spatiotemporal parameters is emphasized to produce effective techniques. Modeling arm movements in an Aikido technique as coupled oscillators, we investigated whether more-skilled participants would adapt to the perturbation of weighted arms in different and predictable ways compared to less-skilled participants. Thirty-four participants ranging from complete novice to veterans of more than twenty years were asked to perform an Aikido exercise with a repeated attack and response, resulting in a period of steady-state coordination, followed by a take down. We used mean relative phase and its variability to measure the steady-state dynamics of both the inter- and intrapersonal coordination. Our findings suggest that interpersonal coordination of less-skilled participants is disrupted in highly predictable ways based on oscillatory dynamics; however, more-skilled participants overcome these natural dynamics to maintain critical performance variables. Interestingly, the more-skilled participants exhibited more variability in their intrapersonal dynamics while meeting these interpersonal demands. This work lends insight to the development of skill in competitive social motor activities. Copyright © 2017 Elsevier B.V. All rights reserved.

  18. The Effectiveness of Social Skills Training on Reducing Negative Symptoms of Chronic Schizophrenia

    Directory of Open Access Journals (Sweden)

    Somayeh Barzegar

    2016-07-01

    Full Text Available Because of creating serious problems for patients, schizophrenia has gained many attentions. One method to reduce negative symptoms of schizophrenia patients is mental-social approach. Applied method in this study is semi-pilot method. Statistical population consists of all schizophrenia patients hospitalized in rehabilitation centers of Karaj City by 2015. Out of the population, those with high value in Scale for the Assessment of Negative Symptoms (SANS, 30chronic schizophrenia patients were selected randomly as sample individuals and were placed in two groups with 15 members in each group. Experimental group received 8 sessions of intervention of social skills and control group was in waiting list. Both groups fulfilled the SANS again before and after intervention and 2months after the treatment. Obtained results were analyzed using MANCOVA and SPSS-22. Obtained results from the study showed that there is significant difference between experimental and control groups after training social skills for improvement (p<0.01. Obtained results show that social skill training can affect reduction of negative symptoms.

  19. Early identification: Language skills and social functioning in deaf and hard of hearing preschool children.

    Science.gov (United States)

    Netten, Anouk P; Rieffe, Carolien; Theunissen, Stephanie C P M; Soede, Wim; Dirks, Evelien; Korver, Anna M H; Konings, Saskia; Oudesluys-Murphy, Anne Marie; Dekker, Friedo W; Frijns, Johan H M

    2015-12-01

    Permanent childhood hearing impairment often results in speech and language problems that are already apparent in early childhood. Past studies show a clear link between language skills and the child's social-emotional functioning. The aim of this study was to examine the level of language and communication skills after the introduction of early identification services and their relation with social functioning and behavioral problems in deaf and hard of hearing children. Nationwide cross-sectional observation of a cohort of 85 early identified deaf and hard of hearing preschool children (aged 30-66 months). Parents reported on their child's communicative abilities (MacArthur-Bates Communicative Development Inventory III), social functioning and appearance of behavioral problems (Strengths and Difficulties Questionnaire). Receptive and expressive language skills were measured using the Reynell Developmental Language Scale and the Schlichting Expressive Language Test, derived from the child's medical records. Language and communicative abilities of early identified deaf and hard of hearing children are not on a par with hearing peers. Compared to normative scores from hearing children, parents of deaf and hard of hearing children reported lower social functioning and more behavioral problems. Higher communicative abilities were related to better social functioning and less behavioral problems. No relation was found between the degree of hearing loss, age at amplification, uni- or bilateral amplification, mode of communication and social functioning and behavioral problems. These results suggest that improving the communicative abilities of deaf and hard of hearing children could improve their social-emotional functioning. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  20. Social Networking Among Youth and Their Communication and Conflict Resolution Skills

    Directory of Open Access Journals (Sweden)

    Mistry DR

    2014-12-01

    Full Text Available Introduction: New digital media have dramatically altered the communication landscape, especially for youth. “Indian web users spend 26 minutes online each day”. This study is concerned with effect of social networking on youth regarding potential risk, safety, wellbeing & skill development because they are still maturing & forming the ability to attain & implement communication & conflict resolution skill on interpersonal level. Aim & objective: To explore the impact of social networking on communication & conflict resolution skills among first MBBS students. Material & Methods: A cross-sectional study was carried out on 122 first year MBBS students using semi structured questionnaire after taking their consent. Data collection was based on purposive sampling. Data entry and analysis was done using excel and SPSS v16. Result: Mean age of participants was 17.7 + 0.62 years, All the participants 122 (100% have their own cell phone & 112 (91.8% were using internet. Majority of participants have their profile on Facebook 100 (81.9% and What’s app 105 (86.1%. Twenty seven percent (33 participants strongly agreed that “people who rely on social networking are losing the ability to talk with others”, while 50 (41% strongly disagreed to it. More than forty seven percent (58 of participants were of strong belief that “people cannot effectively solve problem using social networking”. More than half (52.4% of participants said that “it’s easy to take things the wrong way during social networking”. Conclusion: The study shows that participants have replaced traditional methods of communication with social networking on which they spend a fair amount of time. Use of social networking sites helped half of the adolescents to open up to the world but these sites did not help much in conflict resolution as responded by nearly half of participants.