The Development of Social Competence in Preschoolers with Disabilities as the Condition for Their Successful Educational Integration

Dmitrieva, E. E.; Medvedeva, Elena Y.; Olkhina, E.A; Uromova, S.E.; Kashtanova, S. N.

doi:10.13189/ujer.2020.080754

Cited by 4 publications

(5 citation statements)

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“…The teachers' assessment coincides with what is found in the literature: students with disabilities have a social repertoire that falls short and have more problem behaviors (Dmitrieva et al, 2020 ;Freitas & Del Prette, 2014;Garrote, 2017;Jacobs et al, 2020;Lyons et al, 2016) which was verified through the results in the SSRS teachers version. Vlachou et al (2016) study reported that teachers indicated that students with intellectual disabilities had difficulties with peer relationships, assertiveness, self-control, and academic competence.…”

Section: Comparison Between Group 1 -Participants With Only the Diagn...supporting

confidence: 86%

“…Therefore, Social Skills Promotion Programs should be developed, and not only for students but also for educational agents (Bolsoni-Silva et al, 2011;Del Prette & Del Prette, 2013;Elias & Marturano, 2014;Hukkelberg et al, 2019). Such interventions, furthermore, can be instrumental in supporting full participation in inclusive classroom settings (Lyons et al, 2016, Dmitrieva et al 2020. They should focus on the individual needs of different diagnostic groups, because each student should be seen with their specificities, following the principles of equity (Brazil, 2008).…”

Section: Comparison Between Group 1 -Participants With Only the Diagn...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Studies on children with disabilities reported that these children have a deficit repertoire of social skills and high rates of behavior problems (Dmitrieva et al, 2020;Garrote, 2017;Lyons et al, 2016). Dmitrieva et al (2020) in a descriptive and correlation study aimed to study social competence and its components in 240 preschool children with disabilities (including intellectual disability) and showed that these children indicate systemic lack of social competence. Garrote (2017) in a comparative and correlational study with 692 first-to fourth-graders students enrolled in 38 inclusive primary classrooms (at least one pupil was officially diagnosed) using different instruments identified that children with intellectual disabilities had lower social skills repertoire compared to their peers without disabilities in skills linked to pro-social and cooperative behaviors, leadership, boundary setting, and social participation.…”

Section: Introductionmentioning

confidence: 99%

“…Social skills are also crucial in the context of inclusion to provide inputs for better school adjustment, relationships with peers and teachers, and consequently for the success of educational inclusion (Rosin-Pinola & Del Prette, 2014). Dmitrieva et al (2020) suggest that high rates of social competence are significantly associated with school adaptation rates of children with intellectual disabilities and other disabilities. In conclusion, social skills are developed in inclusive education and are a protective factor in this context against interaction difficulties in this population.…”

Section: Introductionmentioning

confidence: 99%

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Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Silva,

Elias

2023

Psico-USF

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This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.

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Section: Comparison Between Group 1 -Participants With Only the Diagn...supporting

confidence: 86%

Section: Comparison Between Group 1 -Participants With Only the Diagn...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Silva,

Elias

2023

Psico-USF

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The Diagnostics of the Development of Skills of Communication with Adults and Peers in PRESchool children with Mental Retardation

Dmitrieva¹,

Давыдова²

2021

Психолого-Педагогический Поиск

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В статье представлены результаты теоретико-экспериментального изучения коммуникативного развития умственно отсталых дошкольников, обоснованы психологические условия его оптимизации. В исследовании реализован субъектно-деятельностный подход к изучению становления ребенка дошкольного возраста в качестве субъекта коммуникативного взаимодействия. В качестве ключевых в общении этих детей с окружающими, в реализации их речевой коммуникации рассматриваются качественные характеристики потребностно-мотивационной сферы коммуникативной деятельности дошкольников с умственной отсталостью. В статье отражены результаты сравнительного исследования развития общения со взрослыми и сверстниками детей старшего дошкольного возраста с легкой степенью умственной отсталости и их нормально развивающихся сверстников. Экспериментальные данные свидетельствуют о несформированности у старших умственно отсталых дошкольников мотивационно-потребностной сферы общения, речевых средств, низком уровне их активности и инициативности в общении, доминировании пассивной позиции, достаточно индифферентном отношении к партнеру. В общении и со взрослыми, и со сверстниками у этих детей преобладали ситуативные констатирующие высказывания, потребность в практическом взаимодействии, вербальных контактах, просьбы о помощи. В качестве психологических условий оптимизации коммуникативного развития дошкольников с умственной отсталостью авторами рассматривается расширение сферы коммуникативных отношений таких детей с субъектами социального пространства, усложнение коммуникативных задач и обогащение содержания их контактов, расширение спектра вербальных и невербальных средств в общении. The article presents the results of a theoretical and experimental investigation of communication development in preschool children with mental retardation. It also describes the psychological conditions required to develop and improve communication abilities. The research employs subject-activity approach to the investigation of preschool children communication development. The article maintains that quality characteristics of mentally retarded preschool children’s motivation and needs are the key factors in these children’s interaction with their environment. The article describes the results of a comparative research of the development of skills of communication with adults and peers in preschool children with mild mental retardation and their normotypical peers. The experimental data show that senior preschool children with mental retardation have underdeveloped motivation and needs for communication. They do not have required speech strategies, they do not show initiative, prefer to be passive and placid, are not interested in their communication partners. Communicating with their peers and adults, preschool children with mental retardation tend to use words and phrases that describe current situations, participate in practical interaction, interact verbally, ask for help. The authors maintain that the communicative development of preschool children with mental retardation can be enhanced through children’s communication with other members of community, through gradual elaboration of communicative tasks, through various verbal and non-verbal means of communication.

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Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

Dmitrieva¹,

Давыдова²

2021

Психолого-Педагогический Поиск

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В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспериментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

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The Development of Social Competence in Preschoolers with Disabilities as the Condition for Their Successful Educational Integration

Cited by 4 publications

References 0 publications

Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

The Diagnostics of the Development of Skills of Communication with Adults and Peers in PRESchool children with Mental Retardation

Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

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