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1.
Leila Heckel Robert J. Barry Rory McCarthy Mark Selikowitz 《Emotional and Behavioural Difficulties》2013,18(4):353-373
Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder. This study investigated the association between parental divorce, remarriage, multiple transitions, the quality of relationships with family members and the psychological well-being of children and adolescents with AD/HD. First, differences in children’s AD/HD symptom profiles in relation to parents’ divorce status (single/multiple divorce) and family composition (single parent/stepfamily) were examined. Second, the association between the quality of children’s relationships with each family member and parents’ marital status (divorced/non-divorced) and family composition was investigated. In addition, age, gender and AD/HD subtype differences were assessed. Third, the association between the quality of children’s interactions with family members and children’s AD/HD symptom profile was explored. No significant differences in children’s behavioural profiles were found in terms of parents’ divorce status. Living in stepfamilies was associated with greater AD/HD severity and social malfunctioning. Disruptive parent–child and sibling relationships were found to be related to children’s age, gender, AD/HD subtype and parents’ marital status. Further, poor interactions with family members correlated with children’s AD/HD severity and psychological well-being. In summary, divorce, remarriage and the quality of relationships with family members are important correlates of the symptom profile of children with AD/HD, and this emphasises the need for special treatment modules for these families. 相似文献
2.
Melissa Stormont 《Psychology in the schools》2001,38(6):521-531
The purposes of this article are to provide a review of the literature in the area of social characteristics of children with AD/HD, and to outline interventions for working with specific social problems. Research has consistently documented that children with AD/HD are more rejected and less accepted by their peers. Possible reasons for this peer rejection will be presented in this article and include inappropriate social behavior, social knowledge deficits and biases, and negative interactions with peers and teachers. Because children with AD/HD are at risk for negative social outcomes, multiple intervention options are necessary. © 2001 John Wiley & Sons, Inc. 相似文献
3.
Lesley Hughes 《Emotional and Behavioural Difficulties》2013,18(1):69-80
A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support. 相似文献
4.
Hannes Brandau 《欧洲特需教育杂志》2013,28(1):17-31
This paper focuses on the international experience with early identification and intervention for children with AD/HD. Much less is known about AD/HD in two- to five-year-old preschool children than is known for older school-aged youngsters. Despite this lack of knowledge, AD/HD is increasingly recognized in this population and stimulant medication increasingly prescribed to treat it. The lack of control of temperamental patterns in preschoolers seems related to later observations of hyperactivity, attention problems and antisocial behaviours in school-aged children. The emergence and continuity of AD/HD-like behaviours is influenced not only by genetic, pre- and perinatal factors, but also by social context factors. All these influences interact with a child's developmental needs in complex ways according to a systemic bio-psychosocial model. The undiagnosed AD/HD child will often be labelled by parents as difficult and the family scapegoat. Because of the age of the children and the variety of ‘normal behaviour’ in this group, interventions should include systemic, environmental and play-centred approaches. 相似文献
5.
Lesley Hughes 《Emotional and Behavioural Difficulties》2013,18(3):241-253
This article reports on how integrated services can provide coordinated support for children with AD/HD and their families. The author reports on the effectiveness of a problem‐based approach to interagency working by exploring the use of two models of good practice from education, health and social care to provide a framework for working across disciplines. It identifies how children with AD/HD could usefully inform professionals and parents about their experience of living with the condition and so influence the services they receive. Suggestions are made as to how the framework can be applied in practice with children and how the framework can be used to identify the effectiveness of support which in turn can inform further research and practice. 相似文献
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近年来 ,国际特殊教育领域内儿童期被诊断的行为障碍中最普遍和最具争议性的是注意缺陷 /多动性障碍。大约 3- 6%的学龄儿童患有注意缺陷 /多动性障碍。本文对一例注意缺陷 /多动性障碍儿童的教育训练过程进行了分析研究 ,探讨了多种训练方法的过程和效果。并结合国内外最新文献 ,分析了造成注意缺陷 /多动性障碍的原因 相似文献
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A study on the perceptions of stimulant medications prescribed for children with attention‐deficit hyperactivity disorder (AD/HD) was conducted. Students, enrolled in introductory level psychology courses at a midwestern university participated voluntarily in the study (N= 36). After viewing a video that simulated the feelings a child with AD/HD experiences, participants were randomly assigned to two treatment groups. The popular information group read an article on AD/HD similar to that which is most often presented to the public. This article included personal testimonials and lacked a discussion of side effects and areas where the medications have not been demonstrated to be efficacious. The scientific information group read a page of information that was compiled from the scientific literature and included both the positive effects, side effects, and areas where the medication has not been demonstrated to be efficacious. All participants then completed a questionnaire regarding their perceptions of the efficacy of the medications. A second scale measured participants' likelihood of recommending the use of stimulant medications for children with suspected AD/HD. Two 2×2 between‐subjects ANOVA's were employed. There were main effects for the type of article that was read, but no main effects for gender of participant. No significant interactions were found. There were no differences found between the gender of participants and their perceptions of stimulant medications based on the reading material presented to them. However, the type of information presented to the participants did influence their view of the efficacy of stimulant medications. In addition, the type of reading material also influenced the participants' view of the safety and recommended use of stimulant medications prescribed for children with AD/HD. © 1999 John Wiley & Sons, Inc. 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.
Wing-kai Fung Kevin Kien-hoa Chung Rebecca Wing-yi Cheng 《Early education and development》2019,30(2):280-293
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents recruited through local kindergartens’ parent groups. The children were administered measures of social mastery motivation, vocabulary knowledge, behavioral self-regulation, and nonverbal intelligence. Parents reported their education level and children’s socioemotional skills. Research Findings: Results revealed that boys exhibited more social mastery interactions than girls, and girls showed better behavioral self-regulation and socioemotional skills than boys. Girls with higher social mastery interaction frequency demonstrated better vocabulary knowledge and socioemotional skills, whereas boys with higher social mastery interaction frequency showed lower behavioral self-regulation. Boys, who showed more positive affect during social mastery interactions, tended to have better expressive vocabulary, which facilitated their behavioral self-regulation. Practice or Policy: Findings highlight social mastery motivation as a potential factor that facilitates children’s early development, but it may contribute to boys and girls in different ways. 相似文献
11.
Kathryn Gibbs K. Louise Mercer Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. 相似文献
12.
Many strategies and interventions exist in the education of young children with disabilities. One area of intervention is
that of social interaction, including social skills instruction, peer interaction strategies, and play skills. Interaction
and social skill strategies for use with children with and without disabilities for the purpose of increasing social interactions
between children with and without disabilities in educational settings is an area many educators of early childhood special
education strive to find in an effective and easy to implement format. Several strategies from research are presented in this
article. Only strategies that were demonstrated to be successful through reported research are discussed. Strategies are identified
according to their ease of implementation and effectiveness. 相似文献
13.
Keith C. Radley William R. Jenson Elaine Clark Robert E. O'Neill 《Psychology in the schools》2014,51(3):241-255
Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and outcomes of a parent‐facilitated social skills training program, designed to overcome the shortcomings of acquisition, generalization, and maintenance of other programs for children with ASD. Participants in the current study included 5 children with ASD and their parents, recruited from a western state. This study expands previous research by training parents in implementation of a social skills training program comprising several evidence‐based practices. The results of the parent‐facilitated intervention are provided, and implications for practice and future research are discussed. 相似文献
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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
16.
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
17.
The psychiatric community has only recognized Asperger Disorder (AD) as a distinct syndrome since 1994. Therefore, for most early childhood educators, AD is still a new diagnosis. The majority of the children with AD are being educated in the general education classroom although it's not uncommon to see specialized placements. Unfortunately, due to the uniqueness of this condition, teachers often question their academic and classroom management skills with these youngsters. This article suggests basic strategies in each area of AD that are useful in helping the student demonstrate success in the general education classroom or in specialized services. In addition, the characteristics of AD in young children are provided with some early indicators that may be important in early identification and referrral for specialized services. 相似文献
18.
The main purpose of this study was to explore preschool teachers' ratings of both the perceived importance of and their comfort levels implementing interventions for children with AD/HD. Participants included 138 teachers from licensed child care facilities. Teachers completed a questionnaire that required them to rate, on a 7‐point Likert‐type scale, the importance of 43 interventions and how comfortable they would be executing the strategy if asked to do so in the classroom. Overall, teachers concluded that the majority of the interventions were mostly important and believed they would be comfortable using the strategies. In addition, findings indicated that preschool teachers' importance and comfort ratings were highly correlated. Teacher variables (i.e., years of teaching experience, educational level, and having a student with AD/HD) were not correlated with, or discriminative of, comfort and importance ratings. The implications of these findings are discussed. © 2001 John Wiley & Sons, Inc. 相似文献
19.
In this article, Myra Taylor, research fellow, and Professor Stephen Houghton of the Centre for Child and Adolescent Related Disorders at the University of Western Australia, report theory generated from interviews with teachers, students and mothers residing in Perth, Western Australia, on how children with attention‐deficit/hyperactivity disorder (AD/HD) initiate and sustain peer relationships. An initial review of the three sample groups’ respective perspectives reveals that children with AD/HD exhibit three distinct socialisation patterns: a socially integrated pattern (that is, having three or more ongoing friendship pairings with peers); a marginal integrated pattern (that is, having two or less ongoing friendship pairings with peers); and a socially isolated pattern (that is, having no, or infrequent, friendship pairings with peers). Both teacher and maternal perspectives are similar in so far as both perceive children with attention deficit disorders to have marginal to non‐existent friendships. Students with AD/HD perceive themselves, however, as having strongly to marginally formed friendships with their peers. Myra Taylor and Stephen Houghton explore suggestions that differences between adult and child perspectives relate to diagnostic status, age and developmental maturity. They identify opportunities for further research arising out of their work and indicate that a wider evidence base will be needed before robust recommendations for practice can be made. 相似文献
20.
Frank J. Sansosti 《Psychology in the schools》2010,47(3):257-281
The quintessential characteristic of autism spectrum disorders (ASD) is having difficulty with basic social interactions. Due to the pervasiveness of their social skills difficulties, it is necessary that supports for increasing social skills of children with ASD are included as part of the educational plan within schools. The purpose of this article is to provide educators with a framework for using multiple tiers of instruction to teach social skills to children with ASD. Specifically, a number of evidence‐based strategies for teaching social skills are summarized within a systemic, multitiered approach. It is anticipated that such a model proves helpful as educators address issues related to service delivery provisions for students with ASD. © 2010 Wiley Periodicals, Inc. 相似文献