Etiology and Relationships to Developmental Disabilities and Psychopathology

Jewell, Jeremy D.; Jordan, Sara Sytsma; Hupp, Stephen D. A.; Everett, Gregory E.

doi:10.1007/978-1-4419-0234-4_3

Cited by 7 publications

(3 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Inability to employ these is commonly defined as social skills deficit (Hupp et al, 2009). They are also associated with problem behaviors and developmental deficits (Jewell et al, 2009). Hence, in the current study, the social skills of preschoolers were assumed to negatively correlate with problem behaviors.…”

Section: Social Skills As a Potential Mediatormentioning

confidence: 94%

The Relation Between Preschoolers’ Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator

Tutkun

2022

JEI

View full text Add to dashboard Cite

This study aims to investigate the relation between preschoolers’ social skills as a mediator and delay of gratification as a moderator, and their cognitive distraction strategies and problem behaviors. The participants of this study were 100 randomly selected preschoolers aged 3 to 5 years, who were attending a private preschool in Ankara, the capital of Turkey. Data was obtained through Marshmallow Test to evaluate cognitive distraction strategies with regard to delay of gratification, and the Social Skills Improvement System Rating Scales (SSIR-RS) to assess the preschoolers’ social skills and problem behaviors. The obtained data was analyzed with correlation analysis and mediator variable analysis. The findings revealed that preschoolers’ cognitive distraction strategies, social skills, and problem behaviors are significantly correlated. Besides, as problem behaviors of the preschoolers increased, their use of social skills and cognitive distraction strategies decreased. Furthermore, it was determined that cognitive distraction strategies were a significant predictor of problem behaviors. Finally, it was concluded that social skills had a mediating role in the relationship between preschoolers’ cognitive distraction strategies and their problem behaviors. These findings highlight possible interventions to boost children’s development by enhancing their social skills and cognitive distraction strategies, as well as reducing problem behaviors.

show abstract

Section: Social Skills As a Potential Mediatormentioning

confidence: 94%

The Relation Between Preschoolers’ Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator

Tutkun

2022

JEI

View full text Add to dashboard Cite

show abstract

“…The inability to employ these skills is generally defined as a (Hupp et al, 2009). It is also associated with problematic behaviors and developmental deficits (Jewell et al, 2009). Children's social skills play a crucial role in avoiding or preventing negative behaviors displayed by their peers (Elliott et al, 2001).…”

Section: Social Skillsmentioning

confidence: 99%

Executive Functions and their Relationship to Social Skills in Children with and without Attention Deficit Hyperactivity Disorder (ADHD)

ElAdl

2024

المجلة التربوية الشاملة

View full text Add to dashboard Cite

This study aimed to identify the relationship between executive functions and social skills in normal children and those with attention deficit hyperactivity disorder. To achieve this goal, the researcher used descriptive, correlational, and comparative methods. The study sample consisted of eighty (40 mothers of normal children and 40 mothers of children with ADHD. Measures were used; Executive functions, include; Cognitive flexibility, inhibitory control, and working memory, and social skills; include four sub-dimensions; Communication Skills, Self-assertive Skills, Affective Skills, Self-Control Skills, a measure of symptoms of attention disorder accompanied by hyperactivity, and an intelligence test. Using correlation coefficients and the t-test for independent samples, the results concluded that there is a statistically significant positive correlation between executive functions and social skills, There are no statistically significant differences between males and females in both executive functions and social skills, while there are differences between them in attention disorder accompanied by hyperactivity in favor of boys, and there are differences between normal people and those with attention disorder accompanied by hyperactivity in executive functions in favor of normal people; While there are no differences between them in social skills. The study recommended enhancing executive functions in children with attention disorder accompanied by hyperactivity.

show abstract

“…Τυχόν δυσκο-λίες σε αυτούς τους τομείς μπορούν να γίνουν κατανοητές και να ερμηνευθούν με βάση τα προβλή-ματα στον τομέα των κοινωνικών δεξιοτήτων (Jewell, Jordan, Hupp, & Everett, 2009). Με τον όρο κοινωνικές δεξιότητες νοούνται συγκεκριμένες συμπεριφορές που αποτελούν προϊόντα μάθησης, πε-ριλαμβάνουν πρωτοβουλίες και αποκρίσεις στα ερεθίσματα του περιβάλλοντος, μεγιστοποιούν τις πιθανότητες κοινωνικής ενίσχυσης, είναι αλληλεπιδραστικές, εξαρτώνται από την κατάσταση και α-ποτελούν στόχους για παρέμβαση (Merrell & Gimpel, 2014).…”

Section: οι κοινωνικές δεξιότητες των μαθητών με ειδικές εκπαιδευτικέunclassified

Οι Κοινωνικές Δεξιότητες, Η Κοινωνική Θέση Και Το Αίσθημα Του «ανήκειν» Των Μαθητών Με Και Χωρίς Ειδικές Εκπαιδευτικές Ανάγκες Στο Γενικό Δημοτικό Σχολείο

Statiri

Andreou

2017

Ppej

View full text Add to dashboard Cite

Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.

show abstract

Etiology and Relationships to Developmental Disabilities and Psychopathology

Cited by 7 publications

References 94 publications

The Relation Between Preschoolers’ Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator

The Relation Between Preschoolers’ Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator

Executive Functions and their Relationship to Social Skills in Children with and without Attention Deficit Hyperactivity Disorder (ADHD)

Οι Κοινωνικές Δεξιότητες, Η Κοινωνική Θέση Και Το Αίσθημα Του «ανήκειν» Των Μαθητών Με Και Χωρίς Ειδικές Εκπαιδευτικές Ανάγκες Στο Γενικό Δημοτικό Σχολείο

Contact Info

Product

Resources

About