共查询到18条相似文献，搜索用时 109 毫秒
1.
学习障碍儿童社会技能研究主要围绕社会技能缺失、社会技能训练有效性和社会技能研究方法方面进行。社会技能缺失研究主要探讨学习障碍儿童社会技能缺失成因、分类以及社会技能缺失是否是一种学习障碍等问题。影响学习障碍儿童社会技能训练有效性的因素主要包括干预的频率和强度、干预方法、治疗完整度和训练效果的迁移与保持等。社会技能研究方法的研究主要包括对现有社会技能评定量表和测量方法的分析与评价以及对新的社会技能研究方法———最小可觉差法和功能分析法的特征分析和有效性评价。 相似文献
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很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。 相似文献
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国外儿童社会技能研究的新进展 总被引：1，自引：0，他引：1
国外儿童社会技能研究的最新进展主要表现在社会技能分类、儿童社会技能缺失的分类、社会技能干预方法以及儿童社会技能干预的有效性四个方面。 相似文献
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社会技能训练在促进学习障碍学生社会技能发展方面具有重要作用。学习障碍学生社会技能训练的内容主要包括基本交往技能、情绪情感表达和控制技能、社会关系技能、课堂交往技能、决策与问题解决技能以及冲突管理技能。学习障碍学生社会技能训练主要通过六步直接教学法、隐性课程法、社会解析法和应用行为分析法进行 相似文献
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社会技能缺失是未成年人激情犯罪的一个不容忽视的重要因素.其中,情绪控制和调节技能、压力应对技能以及承受挫折的技能对于控制激情犯罪有着直接的影响.基础教育阶段不仅要向学生传授学科知识,更应加强学生基本社会技能的训练. 相似文献
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学习障碍学生在运用学习策略方面存在显著困难 ,学习策略干预对提高学习障碍学生的学习效率和学习效果具有显著作用。学习障碍学生学习策略干预研究主要包括学习障碍学生学习策略缺乏的表现、学习策略干预的内容与模式以及学习策略干预应注意的问题三个方面。后继的研究应扩大研究对象的类型和干预策略所适用的学科种类并进一步提高干预的可迁移性。 相似文献
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雷雳 《首都师范大学学报(社会科学版)》1999,(4)
学习不良学生除了在学业方面存在问题外,其社会性发展也有障碍,许多学习不良学生有社会技能缺陷,因此,要促进他们的成长和发展,就有必要改善其社会技能。本文提出了对学习不良学生进行社会技能训练时应该注意的一些基本原则,并列举了具体应用行为治疗的方法 相似文献
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注意缺陷多动障碍儿童在社交方面存在显著困难,教育干预对其提高人际交往技能和社会适应性具有显著作用.该领域的研究主要集中在注意缺陷多动障碍儿童社交问题的家庭干预、群体干预、综合干预方面.后继研究应扩大研究对象的类型,进一步提高干预的可迁移性. 相似文献
9.
李娅玲 《山西大学师范学院学报》2008,(6):133-136
中国传统应试教育的教学理念重视教育的选拔功能,家长、学校、社会都以考试成败论英雄,忽视了学生软技能的培养。我国大学生软技能的缺失主要表现在：学习能力、沟通能力、应用能力、创新能力、团队协作能力、抗压能力等六个方面,分析其缺失之原因,提出相应的培养对策应是当务之急。 相似文献
10.
幼儿社会技能——进入儿童群体的重要社会标签 总被引：3，自引：0，他引：3
社会标签是社会、他人或社会组织给有关人员加上的一个身份证明,在儿童群体中以人缘的好坏来衡量。社会技能是个体经过学习获得的,从“同伴接纳”的角度分析,主要用于评定同伴接纳或者人际关系(如同伴社会测量地位)。幼儿社会技能是进入儿童群体的重要社会标签,社会技能的获得将促使幼儿良好的心理行为的发生。根据社会技能干预的理论,本文提出社会技能干预训练的方法,以帮助幼儿成功获得进入儿童群体的社会标签。 相似文献
11.
Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this intervention has methodological flaws that limit the conclusions about its effectiveness. Although several literature reviews and meta-analyses of the Social Stories literature have been conducted, the findings have been inconsistent and sometimes contradictory, and the bodies of literature reviewed have been varied. Therefore, the purpose of this study was to (a) review the existing Social Stories literature reviews and meta-analyses, and all of the studies they represent, (b) summarize the existing knowledge on the use of Social Stories for students with disabilities, and (c) propose guidelines for practitioners and for empirical research. Results from 16 literature reviews and meta-analyses representing 55 studies do not support the use of Social Stories to improve students’ social skills and behavior. Future directions are discussed. 相似文献
12.
EILEEN O'CONNOR 《Support for Learning》2009,24(3):133-136
The study outlined here was an attempt to examine the use of Social Story DVDs as a single‐intervention approach in addressing the issue of anxiety around turn taking in a child with dual diagnosis of autism and learning disability. The child selected was in a school for children with additional needs. The child was taught in a daily session focusing on the Social Story DVD materials around ‘turn taking’ and accompanying ‘turn‐taking’ activities. Immediate peers were also included in the ‘turn‐taking’ sessions and the child would incorporate these skills with his peers in the classroom setting. The results showed that only through combining strategies and combining interventions can the diverse range of individual needs of those with autism spectrum disorder (ASD) and learning disability be met. Using a sole intervention to address specific social deficits misses the complexity of ASD and each individual's uniqueness. 相似文献
13.
Betsy L. Schultz Rita Coombs Richardson Catherine R. Barber Daryl Wilcox 《Early Childhood Education Journal》2011,39(2):143-148
Social-emotional learning in early childhood sets the stage for students’ future behaviors in schools. The current study examined
the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children
received instruction in social and emotional skills using the Connecting with Others: Lessons for Teaching Social and Emotional Competence program. Pre-test and post-test scores for the BASC-2 Rating Scale and the Connecting with Others Rating Scale were used
to determine if the children demonstrated progress in their behaviors by the end of the intervention. The results indicated
that the social skills curriculum Connecting with Others: Lessons for Teaching Social and Emotional Competence was associated with positive changes in the children’s behaviors. 相似文献
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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
17.
The assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n = 20) and mildly mentally retarded (n = 20) with a group of nonreferred students (n = 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems. 相似文献
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Social interactions between children with Attention-Deficit/Hyperactivity Disorder (AD/HD) and their teachers, peers, and parents are discussed. The extent to which these interactions may be termed problematic may depend on the social skills deficits displayed by this population. Although the general trend in the liternature has been to examine and describe children with deficient social skills, changing the focus to children with AD/HD who are not experiencing these difficulties may prove beneficial. A review of the previous literature is discussed, as well as suggestions for practice and future research needs. 相似文献