Stability, Change, and Correlates of the Peer Relationships of Young Children With Mild Developmental Delays

Guralnick, Michael J.; Hammond, Mary A.; Connor, Robert T.; Neville, Brian

doi:10.1111/j.1467-8624.2006.00872.x

Cited by 86 publications

(73 citation statements)

References 46 publications

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“…У конфликLним сиLуацијама, чак и ка9а је њихов развојни ниво ује9начен с оним ко9 9еце ТР, 9еца са ИО Dримењују 9е-сLрукLивне сLраLе:ије које ириLирају вршњаке и Dовећавају мо-:ућносL насLавка конфликLа (Guralnick et al, 1998). ЗJо: неDри-хваLљиво: Dонашања 9еца и мла9и са ИО су чешће не:о LиDична 9еца жрLве вршњачко: насиља, о9Jацивања и злосLављања (Guralnick, 1999;Guralnick, 2001;Guralnick et al, 2006) и немо:ућносLи уDосLављања рециDрочних DријаLељсLава . ПроJлемаLични оJлици Dонашања 9еце са ИО мо:у JиLи о9раз личних каракLерисLика која се DриDисује њиховим ко:ни-Lивним о:раничењима и 9ефициLу социјалних вешLина (Einfeld et al, 2011;Fenning et al, 2011;Leffert et al, 2010).…”

Section: уводunclassified

“…ПроJлемаLични оJлици Dонашања 9еце са ИО мо:у JиLи о9раз личних каракLерисLика која се DриDисује њиховим ко:ни-Lивним о:раничењима и 9ефициLу социјалних вешLина (Einfeld et al, 2011;Fenning et al, 2011;Leffert et al, 2010). МеђуLим, може се DреLDосLавиLи и 9а су Dонашање и квалиLеL о9носа са вршњаци-ма у 9аLом конLексLу Dосле9ица о9носа околине, о9носно усDе-шносLи или неусDешносLи у инLеракцији са вршњацима (Guralnick et al, 2006). Циљ исLраживања је Jио 9а се исLDиLа DовезаносL инLелек-Lуалнео: сLаLуса и узрасLа ученика са квалиLеLом вршњачких о9носа.…”

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Peer relationships: Differences considering intellectual abilities and age

Jelić¹

2016

Zb Filoz fak Priština

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Problems with peers are more common among children with intellectual disabilities (ID) than typical development (TD) children. As a lack of research in this field states the heterogeneity of the samples in relation to the level of disability and age, which is important for the ability to plan preventive programs and targeted interventions. The aim of this study was to examine the association between intellectual status and age with peer relationships. The study included 206 students aged 12 to 18 years, of which 76 with mild ID and 130 TD. Peer relationships were measured by Rahim Organizational Conflict Inventory (compromise, problem solving, yielding, avoidance and domination) and by The Strenghts and Difficulties Questionnaires, subscale Problems with peers, form for teachers. The main findings showed that students with mild ID have more problems with peers than TD students. Unlike TD students, students with mild IO at secondary school more often yielding and avoidance conflicts. At later age dominance is less frequent in both groups of students, and problem solving and compromise are statistically more frequent in students with mild ID group than in TD peers group. It was concluded that negative social experience of young people with mild ID simultaneously motivate to constructive and destructive ways of resolving conflicts.

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Section: уводunclassified

Peer relationships: Differences considering intellectual abilities and age

Jelić¹

2016

Zb Filoz fak Priština

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“…Evaluirano je da u tim uvjetima, između ostalih problema, djeca predškolske dobi s IT-om imaju i osjetne poteškoće u održa-vanju grupne igre s vršnjacima, pokazuju neujednačen i slab rast vršnjačkih interakcija te često ne uspijevaju riješiti sukobe na primjeren način (Guralnick i sur., 1996;Guralnick i sur., 1998;Guralnick, Hammond, Connor i Neville, 2006).…”

Section: Prijateljstvo Djece I Mladih S Intelektualnim Teškoćama (It)unclassified

Inclusion and Friendship of Children with Disabilities

Ralić

Ljubas²

2013

Drustvena istrazivanja

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“…Esta circunstância salienta a importância de avaliar e intervir, o mais precocemente poss ıvel (Guralnick, Hammond, Connor, et al, 2006), com crianc ßas que manifestam alterac ßões nas estruturas ou func ßões do corpo, tendo em conta o seu normal desenvolvimento (Decreto-lei n°281/2009). No Brasil, alguns desafios têm sido colocados para a incorporac ßão do conhecimento cient ıfico sobre o desenvolvimento infantil nas pol ıticas p ublicas voltadas a essa populac ßão.…”

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Diálogos Sobre a Intervenção Precoce

Fernandes

Serrano

Barba

2016

Research in Spec Educ Needs

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Historicamente, a IP tem sido marcada pelos modelos voltados ao padrão m edico, em que os profissionais são considerados os experts e exercem dom nio sobre as informac ßões, decisões e recursos para as crianc ßas com necessidades educativas especiais. No entanto, no Brasil, observa-se grande diferenc ßa em estudos e pr aticas sobre a tem atica da Intervenc ßão Precoce, que quando ocorre, e focada no modelo baseado nas deficiências. Conscientes de que, o fundamental e conseguir identificar, aplicar e avaliar os elementos chave para a IP centrada na fam lia, bem como a partir do testemunho de profissionais de uma equipa de um servic ßo de IP e as fam lias atendidas, temos como objetivo perceber at e que ponto estes valorizam e utilizam as pr aticas centradas na fam lia, e como se situam nas diferentes etapas do modelo de desenvolvimento sist emico de IP Guralnick (2005b).Historically, IP has been marked by models aimed at medical standard, where professionals are considered experts and exert dominance over information, decisions and resources for children with special educational needs. However, in Brazil, there is big difference in study and practice on the theme of early intervention, that when it occurs, is focused model based on disability. Aware that the key is to identify, implement and evaluate key elements of the IP family-centered as well as from the testimony of professionals in a team of an IP service and families served, we aim to realize until point value and use these practices centered on the family, and how are located in the different stages of systems development model of IP Guralnick (2005b).Introduc ßão Os primeiros meses de vida são cruciais para o desenvolvimento cognitivo, afetivo e emocional da crianc ßa (Gifford-Smitha and Brownell, 2003). Esta circunstância salienta a importância de avaliar e intervir, o mais precocemente poss ıvel (Guralnick, Hammond, Connor, et al., 2006), com crianc ßas que manifestam alterac ßões nas estruturas ou func ßões do corpo, tendo em conta o seu normal desenvolvimento (Decreto-lei n°281/2009). No Brasil, alguns desafios têm sido colocados para a incorporac ßão do conhecimento cient ıfico sobre o desenvolvimento infantil nas pol ıticas p ublicas voltadas a essa populac ßão. Entre eles, podem ser citados a integrac ßão local das ac ßões, programas e pol ıticas; o trabalho em intersetorialidade; a garantia de informac ßão e o atendimento e monitoramento as fam ılias em casa e na comunidade por agentes (Barros, 2012).A Intervenc ßão Precoce (IP) caracterizou-se por avanc ßos not aveis no seu dom ınio, em resultado de um conjunto de influências pr aticas, concetuais e te oricas, constituindo uma tem atica contemporânea da Educac ßão Especial (EE) (Pereira, 2009;Shonkoff and Meisels, 2000), atenc ßão de muitos investigadores e outros profissionais que, direta ou indiretamente, trabalham nesta area (Brambring, Rauh and Beelman, 1996;Guralnick, 1997;Shonkoff and Meisels, 2000). Tais desafios se aplicam a todo oâmbito de ac ßões voltadas ao desenvolvimento infantil, e...

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Stability, Change, and Correlates of the Peer Relationships of Young Children With Mild Developmental Delays

Cited by 86 publications

References 46 publications

Peer relationships: Differences considering intellectual abilities and age

Peer relationships: Differences considering intellectual abilities and age

Inclusion and Friendship of Children with Disabilities

Diálogos Sobre a Intervenção Precoce

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