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Journal articles on the topic 'Behavior disorders in children. Behavior disorders in adolescence. Social skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Sandu, Mihaela Luminita, Mihaela Rus, and Ciprian Vasile Rus. "Relationship between personality traits and individual response to conflict situations in adolescents." Technium Social Sciences Journal 6 (March 21, 2020): 131–41. http://dx.doi.org/10.47577/tssj.v6i1.281.

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The evaluation and treatment of internalizing disorders in children and adolescents has a long and rich tradition in the psychology and clinical psychiatry of the child. However, the use of longitudinal data to elucidate the evolution and outcome of these conditions, as well as their assessment and treatment, is less developed in the embryonic development stage. However, there have been interesting developments and significant progress has been made. The emergence of the field of developmental psychopathology in the last 10 years (Achenbach, 1982, Cicchetti, 1984; Rutter & Garmezy, 1983; S

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Sandu Mihaela Luminița and Sălceanu Claudia. "The relationship between personality characteristics and Behavioral disorders in adolescents." Technium Social Sciences Journal 8 (May 25, 2020): 358–75. http://dx.doi.org/10.47577/tssj.v8i1.798.

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A balanced adolescent chooses activities that contribute to character development, increasing self-confidence, developing socializing skills, identifying passions and making decisions. The main purpose of the paper was to identify some dimensions in the personality structure of adolescents that correlate with other aspects of behavior. The evaluation and treatment of internalizing disorders in children and adolescents has a long and rich tradition in the psychology and clinical psychiatry of the child. However, the use of longitudinal data to elucidate the evolution and outcome of these condit

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Rizzi, D., and A. Dibari. "Using Behavior Skills Training and Other Environmental Manipulations to Teach Safety Skills to Adolescents with ASD." Autism and Developmental Disorders 17, no. 3 (2019): 12–28. http://dx.doi.org/10.17759/autdd.2019170302.

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Choosing the correct target behavior to teach is fundamental for parents, teachers, therapists and other professionals working with people with autism and other intellectual disabilities. While early intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development, choosing the appropriate curriculum for adolescents and adults warrants some further reflections. Starting from puberty and adolescence, the focus of teaching should move from what the student is missing with respect to typically development peer

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Reichow, Brian, Shawn Salamack, Rhea Paul, Fred R. Volkmar, and Ami Klin. "Pragmatic Assessment in Autism Spectrum Disorders." Communication Disorders Quarterly 29, no. 3 (2008): 169–76. http://dx.doi.org/10.1177/1525740108318697.

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The purpose of this study was to investigate the concurrent validity of subtests on the Comprehensive Assessment of Spoken Language (CASL) by comparing them with the assessment of communication and social skills on the Vineland Adaptive Behavior Scales ( Vineland). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the Vineland. Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of

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Martsenkovsky, I. A., T. O. Skrypnyk, I. I. Martsenkovska, I. F. Zdoryk, and H. V. Makarenko. "Clinical phenotype of autism spectrum disorders in children of preschool and school age, burdened epileptic seizures." Archives of psychiatry 25, no. 2 (2019): 81–87. http://dx.doi.org/10.37822/2410-7484.2019.25.2.81-87.

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Background. Clinical polymorphism and polymorphism are inherent in the clinical phenotype of children with autism spectrum disorders (ASD). There is a consensus, relatively high, between 5% and 38% of the prevalence of epilepsy in ASD. There are reasons to believe that ASD with epilepsy and specific epileptic activity on EEG and ASD with hyperkinetic symptoms without signs of epileptic process can be determined by different variants of genetic polymorphism or by different variants of gene expression, determined by different influences. Objective – to study the features of the clinical ph

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Degnan, Kathryn Amey, and Nathan A. Fox. "Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process." Development and Psychopathology 19, no. 3 (2007): 729–46. http://dx.doi.org/10.1017/s0954579407000363.

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Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adolescents. There are many possible explanations for the discontinuity in this temperament over time. They include the development of adaptive attention and regulatory skills, the influence of particular styles of parenting or caregiving contexts, and individual characteristics of the child such as thei

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Christiansen, Hanna, Oliver Hirsch, Anika König, Ricarda Steinmayr, and Bernd Roehrle. "Prevention of ADHD related problems: a universal preschool program." Health Education 115, no. 3/4 (2015): 285–300. http://dx.doi.org/10.1108/he-03-2014-0040.

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Purpose – Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six. Design/methodology/approach – A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the s

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Bakola, Lizeta, Nikolaos Rizos, and Athanasios Drigas. "ICTs For Emotional and Social Skills Development for Children with ADHD And ASD Co-existence." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (2019): 122. http://dx.doi.org/10.3991/ijet.v14i05.9430.

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ADHD and autism, also called Autism Spectrum Disorder (ASD), according to the DSM-5, are both two of the most common neurodevelopmental disorders in childhood although they can continue into adolescence. ADHD is characterized by inattention, hyperactivity and impulsivity and Autism by problems with social interactions and stereotyped (repetitive or ritualistic) behaviors. Many studies have proved that the two conditions can occur together and furthermore, that children with ADHD and or autism disorder can have or develop a co-morbid psychiatric disorder. In this paper we review research on the

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Trakšelys, Kęstutis. "The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation." Pedagogika 118, no. 2 (2015): 44–57. http://dx.doi.org/10.15823/p.2015.04.

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Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with

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Lima, João L., Glaciane Axt, Diogo S. Teixeira, et al. "Exergames for Children and Adolescents with Autism Spectrum Disorder: An Overview." Clinical Practice & Epidemiology in Mental Health 16, no. 1 (2020): 1–6. http://dx.doi.org/10.2174/1745017902016010001.

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Autistic Spectrum Disorder (ASD) is a complex neurodevelopmental disorder associated with various etiologies and characterized by deficits in social interaction, emotional reciprocity, communication, motor skills and cognitive functions. Studies have proposed that limited levels of physical activity and late motor skills and fitness, particularly in children and adolescents with ASD, may accentuate social and emotional deficits. In view of this, exergames, which are active video-games, can be considered a low-cost and safe type of exercise for children and adolescents with ASD, since they are

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Snow, Pamela. "Language Disabilities, Comorbid Developmental Disorders and Risk for Drug Abuse in Adolescence." Brain Impairment 1, no. 2 (2000): 165–76. http://dx.doi.org/10.1375/brim.1.2.165.

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AbstractThis paper deals with research which makes links between developmental problems such as language-learning disorders, attentional disorders, and behaviour disturbance on the one hand, and risk for misuse of alcohol and other drugs (AOD) in adolescence on the other. Poor academic performance is frequently cited as a risk for adolescent AOD misuse, however few workers have critically examined the role of linguistically-based academic sub-skills (e.g., oral and written language competence; strong social skills) which normally contribute to academic success, and hence operate as protective

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Waters, Paul, and Olive Healy. "Investigating the Relationship between Self-Injurious Behavior, Social Deficits, and Cooccurring Behaviors in Children and Adolescents with Autism Spectrum Disorder." Autism Research and Treatment 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/156481.

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Research suggests that self-injurious behavior (SIB) is related to social deficits and cooccurring problem behaviors in children and adolescents with autism spectrum disorder. A sample of 95 participants with ASD was assessed on presence and frequency of SIB (Behavior Problems Inventory), social deficits (the Matson Evaluation of Social Skills with Youngsters-II) and cooccurring problem behaviors (ASD-Comorbidity-Child version). A model was created and tested to explain the relationship between these variables. Results showed that the model was acceptable in presenting the relationships betwee

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Kustanty, Ulfah Farida. "PENCEGAHAN, PERLINDUNGAN DAN PENANGANAN KEKERASAN TERHADAP ANAK DAN REMAJA." Jurnal Harkat : Media Komunikasi Gender 14, no. 2 (2019): 139–45. http://dx.doi.org/10.15408/harkat.v14i2.12817.

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Abstract. This article is motivated by violence that occurs in children and adolescents who can negatively influence if not sought and anticipated factors that influence it. In general, this article aims to identify and analyze the prevention, protection and treatment of violence against children and adolescents. Violence is an act committed by a person or a number of people who are strongly positioned to a person or a number of people who are weak (weak/weak), whose means of strength, both physically and non-physically deliberately committed to cause suffering to the object of violence. What

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Brooks, Rob, and Katrina Bannigan. "Occupational therapy interventions in child and adolescent mental health to increase participation: A mixed methods systematic review." British Journal of Occupational Therapy 84, no. 8 (2021): 474–87. http://dx.doi.org/10.1177/03080226211008718.

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Introduction Mental health disorders and low levels of mental well-being can have a lasting effect on life satisfaction and contribution to society for children and adolescents, yet the effectiveness of occupational therapy interventions is unknown. Methods A mixed methods systematic review was conducted including studies with children and adolescents aged 5–16 years, who had mental health difficulties, that evaluated occupational therapy interventions and focused on participation in everyday occupations as an outcome. Results The nine included studies were generally very low quality. The resu

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Neuhaus, Emily, Sara J. Webb, and Raphael A. Bernier. "Linking social motivation with social skill: The role of emotion dysregulation in autism spectrum disorder." Development and Psychopathology 31, no. 3 (2019): 931–43. http://dx.doi.org/10.1017/s0954579419000361.

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AbstractAutism spectrum disorder (ASD) is associated with pervasive social deficits as well as marked emotion dysregulation across the life span. Decreased social motivation accounts in part for social difficulties, but factors moderating its influence are not fully understood. In this paper, we (a) characterize social and emotional functioning among children and adolescents with ASD, (b) explore contributions of socialmotivationand emotion dysregulation to socialskill, and (c) consider biological sex and intellectual functioning as moderators of these associations. In a sample of 2,079 childr

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Salmon, Gill, and Michal Tombs. "Teaching medical students child and adolescent psychiatry (CAP)." Journal of Mental Health Training, Education and Practice 14, no. 5 (2019): 348–60. http://dx.doi.org/10.1108/jmhtep-07-2018-0041.

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Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is

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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.

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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer gr

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Rosello, Rocio, Carmen Berenguer, Jose Martinez-Raga, Ana Miranda, and Samuele Cortese. "Subgroups of Children with Autism Spectrum Disorder without Intellectual Disability: A Longitudinal Examination of Executive and Socio-Adaptive Behaviors in Adolescence." Journal of Clinical Medicine 10, no. 10 (2021): 2220. http://dx.doi.org/10.3390/jcm10102220.

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Within the autistic spectrum, there is remarkable variability in the etiology, presentation, and treatment response. This prospective study was designed to identify, through cluster analysis, subgroups of individuals with ASD without intellectual disability (ID) based on the severity of the core symptoms in childhood. The secondary aim was to explore whether these subgroups and a group with typical development (TD) differ in cognitive, adaptive, and social aspects measured in adolescence. The sample at baseline was comprised of 52 children with ASD without ID and 37 children with TD, aged 7–11

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Suryana, Dadan, Fitriana Sari Khairma, Novi Engla Sari, Lina, Farida Mayar, and Sri Satria. "Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 288–302. http://dx.doi.org/10.21009/jpud.142.07.

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The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% m

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Daffner, Molly S., George J. DuPaul, Lee Kern, Christine L. Cole, and Courtney L. Cleminshaw. "Enhancing Social Skills of Young Children With ADHD: Effects of a Sibling-Mediated Intervention." Behavior Modification 44, no. 5 (2019): 698–726. http://dx.doi.org/10.1177/0145445519843473.

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Children with attention deficit/hyperactivity disorder (ADHD) are at risk for experiencing problems with social functioning that are associated with adverse outcomes in adolescence and adulthood. To date, the most common ADHD treatments for children, psychostimulants and adult-mediated interventions, have had limited success reducing social impairments associated with ADHD. Using a non-concurrent multiple baseline across participants design, we examined the efficacy of a sibling-mediated social intervention for reducing negative and increasing positive social behaviors of three children with A

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Donohue, Meghan Rose, Rebecca Tillman, and Joan Luby. "Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence." Development and Psychopathology 32, no. 2 (2019): 573–85. http://dx.doi.org/10.1017/s0954579419000397.

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AbstractChildren who have difficulty using reparative behaviors following transgressions display a wide range of poorer social and emotional outcomes. Despite the importance of reparative skills, no study has charted the developmental trajectory of these behaviors or pinpointed predictors of poorer reparative abilities. To address these gaps in the literature, this study applied growth mixture modeling to parent reports of children's reparative behaviors (N = 230) in a 9-year longitudinal data set spanning from preschool to early adolescence. Three distinct trajectories of reparative behaviors

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Battaglia, Giuseppe, Gianna Agrò, Pietro Cataldo, Antonio Palma, and Marianna Alesi. "Influence of a Specific Aquatic Program on Social and Gross Motor Skills in Adolescents with Autism Spectrum Disorders: Three Case Reports." Journal of Functional Morphology and Kinesiology 4, no. 2 (2019): 27. http://dx.doi.org/10.3390/jfmk4020027.

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Swimming pool activities revealed to be efficacious to train psychomotor skills and increase adaptive behaviors in children with Autism Spectrum Disorders (ASD). Therefore, the purpose of this study was to investigate the efficacy of a specific multi-systemic aquatic therapy (CI-MAT) on gross motor and social skills in three adolescents with Autism Spectrum Disorders (ASD). Methods: three adolescents with ASD of which two boys (M1 with a chronological age of 10.3 years and a mental age of 4.7 years; M2 with a chronological age of 14.6 and a mental age inferior to 4 years) and one girl (chronol

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Mathews, Therese L., Karyn N. Erkfritz-Gay, Jessica Knight, Blake M. Lancaster, and Kevin A. Kupzyk. "The Effects of Social Skills Training on Children With Autism Spectrum Disorders and Disruptive Behavior Disorders." Children's Health Care 42, no. 4 (2013): 311–32. http://dx.doi.org/10.1080/02739615.2013.842458.

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Kostin, I. "Supporting Persons with Autism Disorders Entering Adulthood." Psychological-Educational Studies 9, no. 2 (2017): 116–27. http://dx.doi.org/10.17759/psyedu.2017090211.

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The article affirms the desirability of a long-time psychocorrectional support of individuals with autism spectrum disorders (ASD) and their families, including in adulthood. The term developing social environment for an adult autistic individual is uncovered. Two important areas of psychological correction of ASD starting from younger adolescence are identified. These are: 1. teaching of skills of appropriate social behavior and 2. increase of understanding himself and the world of people and their relationships by autistic individual. The specifics of each of these areas of work and the meth

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Thabtah, Fadi, and David Peebles. "A new machine learning model based on induction of rules for autism detection." Health Informatics Journal 26, no. 1 (2019): 264–86. http://dx.doi.org/10.1177/1460458218824711.

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Autism spectrum disorder is a developmental disorder that describes certain challenges associated with communication (verbal and non-verbal), social skills, and repetitive behaviors. Typically, autism spectrum disorder is diagnosed in a clinical environment by licensed specialists using procedures which can be lengthy and cost-ineffective. Therefore, scholars in the medical, psychology, and applied behavioral science fields have in recent decades developed screening methods such as the Autism Spectrum Quotient and Modified Checklist for Autism in Toddlers for diagnosing autism and other pervas

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Ison, Mirta Susana. "Training in Social Skills: An Alternative Technique for Handling Disruptive Child Behavior." Psychological Reports 88, no. 3 (2001): 903–11. http://dx.doi.org/10.2466/pr0.2001.88.3.903.

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The purposes of this study were to examine the type of response to different situations displayed by children with or without conduct disorders and to assess the efficacy of the social skills training program herein proposed for modifying styles of interpersonal relationship in children. The sample included 315 children, 8 to 12 years of age. Those exhibiting conduct problems were 164 boys, and those having no conduct problems were 151 boys. All participants shared a low socioeconomic and cultural status and attended schools located in poor districts of Mendoza City in Argentina. Analysis show

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Murray, Desiree W., Jacqueline R. Lawrence, and Doré R. LaForett. "The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence." Journal of Emotional and Behavioral Disorders 26, no. 4 (2017): 195–208. http://dx.doi.org/10.1177/1063426617717740.

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This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outco

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Plesa Skwerer, Daniela, Briana Brukilacchio, Andrea Chu, Brady Eggleston, Steven Meyer, and Helen Tager-Flusberg. "Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes?" Autism 23, no. 8 (2019): 2131–44. http://dx.doi.org/10.1177/1362361319845563.

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Attending preferentially to social information in the environment is important in developing socio-communicative skills and language. Research using eye tracking to explore how individuals with autism spectrum disorder deploy visual attention has increased exponentially in the past decade; however, studies have typically not included minimally verbal participants. In this study, we compared 37 minimally verbal children and adolescents with autism spectrum disorder with 34 age-matched verbally fluent individuals with autism spectrum disorder in how they viewed a brief video in which a young wom

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Tan, Alexander, Eric S. Semmel, Ian Wolf, Bailee Hammett, and Dawn Ilardi. "Implementing standard screening for autism spectrum disorder in CHD." Cardiology in the Young 30, no. 8 (2020): 1118–25. http://dx.doi.org/10.1017/s1047951120001626.

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AbstractIntroduction:While the overall prevalence of autism is 1.7% in the United States of America, research has demonstrated a two- to five-fold increase in CHD. The Cardiac Neurodevelopmental Outcome Collaborative recommends screening for autism from infancy through adolescence. This study investigated the frequency of autism concerns at a single Cardiac Neurodevelopmental Program and examined current clinical practice as a way to improve quality of care.Materials and methods:Patients (n = 134; mean age = 9.0 years) included children with high-risk CHD who completed a neurodevelopmental eva

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Janusz, Jennifer A., Bonita P. Klein-Tasman, Jonathan M. Payne, et al. "Recommendations for Social Skills End Points for Clinical Trials in Neurofibromatosis Type 1." Neurology 97, no. 7 Supplement 1 (2021): S73—S80. http://dx.doi.org/10.1212/wnl.0000000000012422.

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ObjectiveTo review parent-report social skills measures to identify and recommend consensus outcomes for use in clinical trials of social deficit in children and adolescents (ages 6–18 years) with neurofibromatosis type 1 (NF1).MethodsSearches were conducted via PubMed and ClinicalTrials.gov to identity social skills outcome measures with English language versions used in clinical trials in the past 5 years with populations with known social skills deficits, including attention-deficit/hyperactivity disorder and autism spectrum disorder (ASD). Measures were rated by the Response Evaluation in

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Jirikowic, Tracy, Deborah Kartin, and Heather Carmichael Olson. "Children with Fetal Alcohol Spectrum Disorders: A Descriptive Profile of Adaptive Function." Canadian Journal of Occupational Therapy 75, no. 4 (2008): 238–48. http://dx.doi.org/10.1177/000841740807500411.

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Background. Children with fetal alcohol spectrum disorders (FASD) demonstrate neurobehavioral impairments that affect function and participation. Adaptive behavior deficits have been documented; however, specific functional profiles are less well described. Purpose. This study compared caregiver-reported adaptive and maladaptive behaviors between a clinic-referred sample of 25 five- through eight-year-old children with FASD and a sample of 23 children with typical development. Findings. Children with FASD were rated significantly lower on the Scales of Independent Behavior-Revised in social in

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Rahmani, Sharmin, and Rezgar Majidi. "Game Effectiveness of Cognitive Behavior Therapy on Improving Social Skills in Children with AD - Hyperactive in Sanandaj." International Letters of Social and Humanistic Sciences 66 (February 2016): 96–102. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.96.

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The purpose of this study, the efficacy of cognitive-behavioral play therapy to improve social skills in children with AD - more active Sanandaj. Is a quasi-experimental study pretest – post test control group not equivalent. The study population consisted of all elementary school students with "11-9" years , referring to a centers of learning disorders in Sanandaj 94-95 . Using convenience sampling of 20 children with learning disorders were selected and assigned to two experimental and control groups. For data collection, a checklist was used to assess social skills children Matson. After 10

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Mykhaylov, B., M. Vodka, T. Aliieva, and I. Vashkite. "Integrative approach to the construction of psychosocial rehabilitation of mental and behaviour disorders in children moved out of “Anti-Terrorist Operation” zone." European Psychiatry 33, S1 (2016): S132. http://dx.doi.org/10.1016/j.eurpsy.2016.01.199.

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IntroductionThe problem of children's mental health in Ukraine – it is one of the most pressing problems in the country's health. This is due to the increasing number of extreme situations (military operations in the territory of Ukraine) for the last time that calls for the training of specialists capable of carrying out psychosocial rehabilitation to victims of “anti-terrorist operation”(ATO).ObjectivesThe mental and behaviour disorders in children affected of ATO. We studied 261 families: 107 adults and 154 children. The aim of the project was to optimize the provision of psycho-social supp

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Channell, Marie Moore. "The Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder." Autism & Developmental Language Impairments 5 (January 2020): 239694152096240. http://dx.doi.org/10.1177/2396941520962406.

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Background and aims Little is known about how autism spectrum disorder (ASD) symptoms present in individuals with Down syndrome (DS). Some behaviors may be symptomatic of comorbid ASD or more broadly representative of the DS phenotype. A prior research study documented elevated ASD-like symptoms in adolescents and young adults with DS without comorbid ASD, using a common ASD risk screening tool—the Social Responsiveness Scale (SRS). The current study applied a similar approach to younger children with DS using the SRS-2. The primary aim was to document patterns of ASD-like symptoms in children

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Spain, Debbie, Laura Harwood, and Lucy O'Neill. "Psychological interventions for adults with autism spectrum disorders: a review." Advances in Autism 1, no. 2 (2015): 79–86. http://dx.doi.org/10.1108/aia-05-2015-0007.

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Purpose – Adults who have autism spectrum disorders (ASD) experience a range of core and co-morbid characteristics which impede daily functioning and quality of life. Children and adolescents with ASD derive clinically meaningful benefits from psychological interventions, including those designed to reduce socio-communication deficits and mental health conditions. Relatively little is known about the effectiveness of these interventions for the adult ASD population. The paper aims to discuss this issue. Design/methodology/approach – A selective search of English language, peer-reviewed publica

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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev та D. Omarova. "Сomprehensive support of children with autistic spectrum disorders". Bulletin of the Karaganda University. Pedagogy series 101, № 1 (2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.

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Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In m

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Dahl, Ronald E. "Affect Regulation, Brain Development, and Behavioral/Emotional Health in Adolescence." CNS Spectrums 6, no. 1 (2001): 60–72. http://dx.doi.org/10.1017/s1092852900022884.

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AbstractThis paper addresses the importance of affect regulation (AR) in relation to a broad range of behavioral and emotional health problems that emerge during adolescence. AR is defined as the adaptive modulation of emotional experience to serve a goal or purpose. This conceptualization of AR emphasizes the use of cognitive skills to guide, inhibit, or modify emotion and behavior, including the expression of emotional responses, in learned, strategic ways—skills that ultimately underpin adult levels of social maturity and the ability to show “responsible” behavior across a range of emotiona

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Lopata, Christopher, Rachael A. Smith, Martin A. Volker, Marcus L. Thomeer, Gloria K. Lee, and Christin A. McDonald. "Comparison of Adaptive Behavior Measures for Children with HFASDs." Autism Research and Treatment 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/415989.

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Adaptive behavior rating scales are frequently used to gather information on the adaptive functioning of children with high-functioning autism spectrum disorders (HFASDs), yet little is known about the extent to which these measures yield comparable results. This study was conducted to (a) document the parent-rated VABS-II, BASC-2, and ABAS-II adaptive behavior profiles of 6- to 11-year-olds with HFASDs (including relative strengths and weaknesses); (b) examine the extent to which these measures yielded similar scores on comparable scales; and (c) assess potential discrepancies between cogniti

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Eliseev, Vladimir, Irina Eliseeva, Maria Korobova, and Julia Romanova. "Assessing social cognitive functions in elementary school children: or problems of motor activity disorders." Revista Amazonia Investiga 10, no. 37 (2021): 125–34. http://dx.doi.org/10.34069/ai/2021.37.01.13.

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The urgency of the research issue is due to the tendency of an increase in the number of children with disorders of the muscle-skeleton system and motor skills. In this regard, these children have problems in learning activities, relationships with peers and adults. The purpose of the research presented in the paper was to study the social and psychological peculiarities of the personality of elementary school children with motor activity (motor skills) disorder. To solve the tasks set in the study and test the hypothesis, a number of methods and techniques were used: theoretical analysis of s

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George, Heather Peshak. "Introduction to the Special Issue of Behavioral Disorders: Positive Behavior Interventions and Supports." Behavioral Disorders 43, no. 3 (2018): 340–43. http://dx.doi.org/10.1177/0198742918763951.

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This special issue of Behavioral Disorders features a collection of studies designed to improve the outcomes of children and youth with and at risk for emotional and behavioral disorders across multitiered continua of supports using positive behavior interventions and supports (PBIS). Studies published in this issue address a variety of educational contexts (school and district) across the continuum of support systems (universal, targeted, and overall systems). Five research studies are presented that illustrate current topics in positive behavior supports (PBS) that focus on improving student

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Stevens, Sara A., Joanna Dudek, Kelly Nash, Gideon Koren, and Joanne Rovet. "Social Perspective Taking and Empathy in Children with Fetal Alcohol Spectrum Disorders." Journal of the International Neuropsychological Society 21, no. 1 (2015): 74–84. http://dx.doi.org/10.1017/s1355617714001088.

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AbstractChildren with fetal alcohol spectrum disorders (FASD) show sociobehavioral impairments; however, the social cognitive profile contributing to these impairments is poorly understood. This study compared social perspective taking and empathy in children with FASD versus typically developing controls (TDC). Thirty-seven children with FASD and 21 TDC participated. Measures included parent-rated CBCL and SSIS, and NEPSY-II Theory of Mind, Test of Social Cognition and Index of Empathy. Parents rated the FASD group higher than TDC on indices of behavior problems and lower on indices of social

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Newcorn, Jeffrey H., Scott R. Miller, Iliyan Ivanova, et al. "Adolescent Outcome of ADHD: Impact of Childhood Conduct and Anxiety Disorders." CNS Spectrums 9, no. 9 (2004): 668–78. http://dx.doi.org/10.1017/s1092852900001942.

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ABSTRACTObjective: This study examines the impact of comorbidity of attention-deficit/hyperactivity disorder (ADHD) with disruptive and anxiety disorders in childhood on clinical course and outcome. We consider the relative contribution of each comorbid symptom constellation, and also their interaction, to assess the following questions: (1) Does early comorbidity with conduct disorder (CD) and anxiety disorders define specific developmental trajectories?; (2) Is comorbid anxiety disorders in childhood continuous with anxiety disorders in adolescence?; (3) Does comorbid anxiety disorders mitig

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Elshani, Hazir, Eglantina Dervishi, Silva Ibrahimi, Altin Nika, and Mimoza Maloku Kuqi. "Adaptive Behavior in Children with Intellectual Disabilities." Mediterranean Journal of Social Sciences 11, no. 6 (2020): 33. http://dx.doi.org/10.36941/mjss-2020-0061.

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Children with intellectual disabilities experience deficits in all the areas of adaptive function and some other aspects, unfortunately little is known about the independent functioning among gender and age related to these impairments in this type of neurogenetic disorders as intellectual disabilities. Adaptive behavior is essential for an optimal functioning in these categories. 53 participants aged between 5 and 11 in school years have been administered the Vineland Adaptive Behavior Scales, Montreal Cognitive Assessment scale (MoCA) and Raven's Standard Progressive Matrices (IQ). Motor abi

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Bitsko, Rebecca H., Melissa L. Danielson, Rebecca T. Leeb, et al. "Indicators of Social Competence and Social Participation Among US Children With Tourette Syndrome." Journal of Child Neurology 35, no. 9 (2020): 612–20. http://dx.doi.org/10.1177/0883073820924257.

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Children with Tourette syndrome often have behavioral and social difficulties, which may be associated with co-occurring mental, emotional, or behavioral disorders. This study investigated social competence, including behavioral problems and social skills, and social activities between children with and without Tourette syndrome using a nationally representative sample. In the 2007 National Survey of Children’s Health, parents reported on health care provider diagnosis of Tourette syndrome, co-occurring mental, emotional, or behavioral disorders, and indicators of social competence. Children a

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Alkldi, Aiman. "A review of the effects of using social stories to promote behavior, communication, and social skills for students with autism spectrum disorders (ASD)." International Journal of Childhood, Counselling and Special Education 2, no. 1 (2021): 35–52. http://dx.doi.org/10.31559/ccse2021.2.1.3.

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The purpose of this paper was to provide a review of the literature on the effect of Social Stories intervention on improving behavior, and communication skills for students with autism spectrum disorders (ASD). Nine scholarly articles focused on the impact of using social stories strategy were reviewed. Five articles addressed the use of Social Stories exclusively. However, four studies were focusing on the effects of using technology to present Social Stories strategy. All the studies presented in this paper pointed to the effectiveness of the social story strategy in improving the targeted

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Zach, Sima, and Orly Yazdi-Ugav. "Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders." Sustainability 13, no. 5 (2021): 2559. http://dx.doi.org/10.3390/su13052559.

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The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, and 91 were children with learning disorders (LD). Measurements were: Children’s Sense of Coherence Scale, Children’s feelings of loneliness and social dissatisfaction, The Social Skills Rating System, and The Test of Motor Impairment–Henderson Revision. Results showed that LD explains al

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Pypa, Larysa V., Yulia N. Lysytsia, Ruslan V. Svistilnik, and Maryna M. Murhina. "SCREENING INVESTIGATION OF DISTRIBUTION OF MOOD DISORDERS IN ADOLESCENCE AND PECULIARITIES OF THEIR CURRENCY." Wiadomości Lekarskie 72, no. 9 (2019): 1795–801. http://dx.doi.org/10.36740/wlek201909217.

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Introduction:. The problem of mood disorders in adolescents has recently become acute due to the high frequency of encounter and social significance. The aim: To investigate the screening of anxiety and depressive disorders and their manifestations in adolescent children to determine risk factors and to develop measures for their prevention. Materials and methods: The study was attended by 189 students aged 16-17 years of the educational institutions of the Khmelnytskyi region. For study it was used: Spielberger questionnaire in adaptation A. Andreeva and questionnaire for child depression M.

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Limone, Pierpaolo, and Giusi Antonia Toto. "Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic." Brain Sciences 11, no. 9 (2021): 1126. http://dx.doi.org/10.3390/brainsci11091126.

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COVID-19 has caused obstacles in continuing normal life almost everywhere in the world by causing the implementation of social distancing and eventually imposing the lockdown. This has become the reason for the increase in technology usage in daily life for professional work as well as for entertainment purposes. There has been an increased prevalence of technology usage in adolescents and children during lockdown leaving its impact on their lives either in a positive or negative aspect. The overall documented percentage increase of technology usage in children was about 15%, of which smartpho

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Nelson, J. Ron, Scott A. Stage, Michael H. Epstein, and Corey D. Pierce. "Effects of a Prereading Intervention on the Literacy and Social Skills of Children." Exceptional Children 72, no. 1 (2005): 29–45. http://dx.doi.org/10.1177/001440290507200102.

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This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in te

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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.

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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote ch

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