首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
OBJECTIVE: The goal of the study was to investigate whether maltreated children differ from nonmaltreated children with regard to their social skills and play behaviors. METHOD: The social skills and free-play behaviors of 30 3- to 5-year-old maltreated and nonmaltreated children were compared. Fifteen children with a range of maltreatment experiences drawn from a hospital-based therapeutic nursery treatment program and 15 demographically similar children drawn from a home-based Head Start program participated in the study. All children were of low socioeconomic status. Children's free-play peer interactions were videotaped during the first 3 months of attendance in either program and analyzed along social and cognitive dimensions. Teachers and therapists rated children's social skills in peer interactions. RESULTS: Maltreated children were found to have significantly poorer skill in initiating interactions with peers and maintaining self-control, as well as a greater number of problem behaviors. Significant differences were not found between groups with regard to social participation or cognitive level of play. Significant correlations of moderate strength were found between social participation in play and social skills for the sample as a whole: total social skills score was positively related to interactive play, and negatively related to solitary play. CONCLUSION: The results suggest that the experience of maltreatment has a negative impact on children's developing interpersonal skills above and beyond the influence of factors associated with low socioeconomic status and other environmental stressors.  相似文献   

2.
Skills and awareness of young pedestrians can be improved with on‐street practical pedestrian training, often delivered in schools in the UK by local authorities with the intention of improving road safety. This training is often supplemented by in‐class paper‐based worksheet activities that are seen to be less effective than practical training in that they focus on knowledge acquisition rather than directly improving the correct application of safe pedestrian skills at the roadside. Previous research indicates that interactive video tools have the potential to develop procedural skills while offering an engaging road safety educational experience, which could positively impact on road crossing behaviour. In this paper, the design and development of a hazard‐identification interactive road safety training video targeting child road crossing skills is presented. The interactive video was shown to be an engaging training resource for 6‐ to 7‐year‐old children. The tool's scope for improving pedestrians' roadside skills is considered along with the wider implications for interactive video to aid safety training in other areas.  相似文献   

3.
Research findings regarding the relationship of social skills deficits and behavioral characteristics associated with attention-deficit hyperactivity disorder (ADHD) among kindergarten-age children are presented. The Preschool and Kindergarten Behavior Scales (PKBS) were utilized to identify the social skills attributes of young children with significant ADHD characteristics. An ADHD target group (N = 95) was constructed by selecting participants from a large nationwide sample who were rated by their teachers as being in the highest 5% on the PKBS Attention Problems/Overactive subscale. A matched non-ADHD comparison group (by gender and age) of 95 children was developed through a randomized block procedure using the same nationwide sample. The ADHD group was rated as having significantly poorer social skills than the comparison group, and could be classified with a very high degree of accuracy based on discriminant function analysis of their social skills scores. Although exhibiting comparative deficits in all social skill areas, the ADHD participants were especially lacking in social cooperation skills: the ability to follow rules, structure, and important social expectations of both children and adults. Children who were rated high in ADHD characteristics were between five and six times more likely than the comparison children to be rated as having significant deficits in social skills. Implications of these findings for assessment and treatment of young children are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

4.
Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such as autism, and has been shown to be effective in teaching a variety of skills. The aim of this study is to evaluate the impact of video modelling on social skills development in children with autism living in the United Arab Emirates. The research was carried out by Mohammed Alzyoudi, AbedAlziz Sartawi and Osha Almuhiri, all from the United Arab Emirates University. A sample of five boys with autism was chosen to participate in this study. The boys ranged in age between five and seven years. Each child was asked to watch a videotape which presented two individuals interacting in a role‐play setting. One person portrayed a therapist giving cues, while the second portrayed a child acting appropriately and demonstrating correct social behaviours. The boys were then asked to complete a social task and their performance was compared against baseline assessment measures. The results of this study indicate that this is an effective instruction method. Results are discussed and implications for further research and practice are provided.  相似文献   

5.
This study examined the effects of a computer‐assisted social skills intervention on the social competence of 73 students with a mild intellectual disability (age range: 11.0 to 15.0) within an experimental and control group design. The experimental group (N= 38) was trained with the I Found a Solution computer‐supported package while the control group (N= 35) worked on computer‐related keyboard and writing skills. The intervention consisted of the computer‐supported program and teacher‐guided work, small‐group discussions and transfer to actual real‐life conflicts. Each student was assessed before and after the training on: teacher‐rated social skills and disruptive behaviour, peer‐rated social acceptance, and self‐rated loneliness. A 2‐way MANOVA with repeated measures (grouping by gender, with pre/post training scores as the repeated measures) revealed that the experimental group increased their different measures of social competence, and the differences between them and the control group were significant following the intervention. However, no significant differences between the experimental and control groups were found in their loneliness experience. Implications for intervention and additional research are discussed.  相似文献   

6.
The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments attending segregated special education schools, and typically developing children. A hundred and sixty-nine children aged from 7 to 12 participated in the study. The children's social skills were rated by their teachers on the Social Skills Rating System (SSRS) – Turkish Form. The results suggested significant group differences between children attending inclusive education schools and children attending special education schools. Analysis of the findings indicated that children with visual impairments and children with intellectual impairments had poorer social skills than typically developing children; however children with visual impairments and children with intellectual impairments attending inclusive education schools had higher social skills than children attending segregated special education schools. The findings of the study were discussed and suggestions for future research were provided.  相似文献   

7.
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour.  相似文献   

8.
Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献   

9.
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 play are conducted in outdoor environments; a setting which affords many opportunities for engagement in pretend play and unstructured social interactions. By observing children’s outdoor pretend play, the primary purpose of this study was to investigate the relationships between different types of pretend play and children’s social skills. Twenty-eight children from high quality childcare centers in a southeast suburban area were observed during outdoor free play time. Using a reliable time sampling protocol, each child’s play was observed and recorded for a total of 45 min to an hour over a 2-week time period. Lead teachers rated children’s social skills in the areas of cooperation, self-control, and assertiveness. Results showed high amounts of pretend play behavior overall, and differential relationships between the type of pretend play children engaged in and children’s social skills. Surprisingly, these relationships were not associated with gender. Findings are discussed in light of the value of pretend play to promote social skill development and the potential for outdoor contexts specifically to encourage these play behaviors.  相似文献   

10.
Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula.  相似文献   

11.
Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献   

12.
The aim of this study was to determine the effects of a social skills training program on the social skills and social behaviors of deaf children in a mainstream setting. The study used a pretest/posttest design. The participants consisted of 18 severely and profoundly hearing-impaired children (ages ranged from 9;1 to 13;6) who were enrolled in three elementary schools in the Canary Islands. Results indicated that the intervention succeeded in improving students' social problem-solving skills, especially in making comprehensible the steps implied in the solution of interpersonal problems; the intervention also led to significant improvement of deaf students' assertive behavior as rated by their teachers and by themselves. Significant differences in social or academic integration as judged by companions in a sociometric questionnaire were not found.  相似文献   

13.
This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school.  相似文献   

14.

The study was designed to examine 8-12-year-olds' peer assessments of prosocial behaviour and their relationship to self-assessments, teacher-assessments and peer acceptance. Although prosocial behaviour has been studied for many years, it has been narrowly operationalised and research has tended to lack ecological validity. To rectify these weaknesses, child-generated normative prosocial behaviours were used to generate peer nomination items for the purpose of rating children's performance of prosocial behaviour in peer interactions. Children also filled out self-ratings of social behaviour and peer sociometric nominations. Teachers assessed children's social behaviour, rating the same child-generated prosocial behaviours. Popular children were rated as significantly more prosocial than all other sociometric groups and rejected children were rated as significantly less prosocial than all other groups. The highest correlation was found between teacher and peer reports of prosocial behaviour. Self-ratings and peer-ratings of prosocial behaviour were significantly related, as were self-ratings and teacherratings of prosocial behaviour. Implications of research findings are discussed.  相似文献   

15.
Abstract

The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.  相似文献   

16.
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 skills were assessed using a teacher‐report measure. Children with higher global interest in learning, math‐specific interest, and observed goal‐directed play demonstrated higher math skills. Furthermore, social‐emotional skills were associated with global interest in learning and math skills, but not with math‐specific interest. Overall, findings support the relevance of interest and social‐emotional skills for school readiness in young children.  相似文献   

17.
This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps.  相似文献   

18.
The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings.  相似文献   

19.
The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings.  相似文献   

20.
Primary school teachers rated the frequency of occurrence of 65 reading‐related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co‐ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut‐off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross‐replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号