Дисертації: "Social interaction in children"

1

Dodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.

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The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scores on the Behavioral Observation device and by teacher referral. A Sociometric-Assessment device was a l so used pre-post to measure the change of peer social standing. Results of t he multiple baseline analysis across subjects showed that five of the six subjects had a greater overall increase in social interaction during the Books & Music treatment phase. Results of the Sociometric-Assessment measure showed a positive change (p< . 001) in the target subjects social standing among peers. Follow-up data suggested some maintenance of treatment effects . Given all of the positive changes, music educators and therapists should consider this type of intervention.

2

Wier, Anne Thayer. "Altering socially rejected pre-kindergartners' social status and social behavior : an intervention strategy /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008467.

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3

Harrison, James Ray. "Social hypervigilance in abused children." Thesis, University of North Texas, 1985. https://digital.library.unt.edu/ark:/67531/metadc798431/.

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One characteristic of abused children that is often observed but not yet empirically examined is social hypervigilance. In this study, 20 abused and 20 distressed children were compared using WISC-R subtests, two measures of locus of control and need for attention.

4

Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.

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5

Klaiman, Cheryl M. "Distangling social from non-social attention in young children with autism and developmental delays." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28061.

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The Fagan Test of Infant Intelligence (FTII; Fagan, 1987), the Early Social Communication Scale (ESCS; Seibert et al., 1982) and the Test of Orienting Preferences (TOP), an attention task designed for this study, were used to examine social versus nonsocial attention in children with autism and developmental disorders (n = 18). The Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1986) was used as a continuous diagnostic measure in order to correlate performance on the measures with the severity of autism. On the FTII, as autistic symptomatology increased, the percent of time a child oriented to novel stimuli in both immediate and delayed conditions also increased. On the ESCS, as autistic symptomatology increased, joint attention behaviors decreased. Comparing the ESCS and the FTII indicated that as joint attention behaviors decreased, selective attention to novelty increased. With respect to the new attention measure, children with typical development oriented more than 85% of the time to all stimuli, whereas children with more features of autism oriented less frequently to social and auditory stimuli, and were slower to orient to auditory stimuli. The findings represent preliminary behavioral evidence for a social attention deficit in children with autism. The implications for these findings are discussed.

6

Carrillo, Sonia. "Father-child interaction and its relation to children's interactions with peers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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7

Choi, Hyun-Jin. "Peer training for improved social interaction in children with autism /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18996.pdf.

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8

Farr, William John. "Tangible user interfaces and social interaction in children with autism." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6962/.

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Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch') in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children's use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form.

9

Galliger, Courtney C. "NAUGHTY OR NICE: SOCIAL INTERACTION ON THE SCHOOL BUS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1148236809.

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10

Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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11

Richardson, Pamela. "Making friends at school : the social interaction patterns of young children with physical disabilities /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7695.

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12

Lau, Wing-chi Margaret. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810858.

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13

Cummings, Kelli Dawn. "Advances in the assessment of social competence /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

14

Chan, Yuk-king Sally. "Play and social interaction of children with disabilities in an inclusive child care centre." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325690.

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15

Wu, Cheng-Hsien. "Social skill intervention improving peer interaction in a child who is an Asian /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5118.

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Thesis (M.A.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains v, 29 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 26-29).

16

Savage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.

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In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.

17

Isbel, Joanne. ""The good friend guide" : a group social skills intervention /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18047.pdf.

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18

Roe, Maria Joao Lopes da Purificacao Windsor. "Peer relationships, play and language of visually impaired children." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/1be5043c-d150-47ae-b1a8-7a214cc7ed51.

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19

Mucha, Lynn Scott. "Temperament, cognition, social skills, and play in young children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941585.

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The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Preschoolers' cognition was measured by the Bracken Basic Concept Scale (Bracken, 1984) and play styles were obtained through systematic observation of free play using the Smilansky/Parten play matrix. Factor analysis of the TABC subtests, BBCS scores, SSRS scores, and play category observations revealed four unique factors. Among the four factors, a mastery motivation factor emerged as well as did an impulsivity factor. Salient loadings of these two factors were primarily a combination of TABC subtests, SSRS scores, and BBCS scores. Play styles formed their own factors with both cognitive play levels and social play levels defining separate and unique factors. Results and implications of these findings are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

20

Kennedy, James R. "The impact of robot tutor social behaviour on children." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/8758.

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Robotic technologies possess great potential to enter our daily lives because they have the ability to interact with our world. But our world is inherently social. Whilst humans often have a natural understanding of this complex environment, it is much more challenging for robots. The field of social Human-Robot Interaction (HRI) seeks to endow robots with the characteristics and behaviours that would allow for intuitive multimodal interaction. Education is a social process and previous research has found strong links between the social behaviour of teachers and student learning. This therefore presents a promising application opportunity for social human-robot interaction. The thesis presented here is that a robot with tailored social behaviour will positively influence the outcomes of tutoring interactions with children and consequently lead to an increase in child learning when compared to a robot without this social behaviour. It has long been established that one-to-one tutoring provides a more effective means of learning than the current typical school classroom model (one teacher to many students). Schools increasingly supplement their teaching with technology such as tablets and laptops to offer this personalised experience, but a growing body of evidence suggests that robots lead to greater learning than other media. It is posited that this is due to the increased social presence of a robot. This work adds to the evidence that robots hold a social advantage over other technological media, and that this indeed leads to increased learning. In addition, the work here contributes to existing knowledge by seeking to expand our understanding of how to manipulate robot social behaviour in educational interactions such that the behaviour is tailored for this purpose. To achieve this, a means of characterising social behaviour is required, as is a means of measuring the success of the behaviour for the interaction. To characterise the social behaviour of the robot, the concept of immediacy is taken from the human-human literature and validated for use in HRI. Greater use of immediacy behaviours is also tied to increased cognitive learning gains in humans. This can be used to predict the same effect for the use of social behaviour by a robot, with learning providing an objective measure of success for the robot behaviour given the education application. It is found here that when implemented on a robot in tutoring scenarios, greater use of immediacy behaviours generally does tend to lead to increased learning, but a complex picture emerges. Merely the addition of more social behaviour is insufficient to increase learning; it is found that a balance should be struck between the addition of social cues, and the congruency of these cues.

21

Craft, Danielle A. "The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526.

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22

Gomersall, Helen. "Social anxiety in children : the utility of cognitive preparation and video feedback following a social interaction." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551161.

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23

Mulder, Sarah. "The domains that influence the development of social competence in children a literature review /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mulders.pdf.

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24

Greco, Laurie A. "Dads do matter relationship between father-child interaction and child social anxiety /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1336.

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25

Skinner, Julia. "Social communication and interaction amongst children and young people with severe learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/54859/.

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This study explores the social and communicative interactions among children and young people in special schools who have severe learning difficulties. It considers the concept ofphatic communion or 'small talk' and its importance as a social and cultural practice. The study focuses on the actual communication of the children and young people and investigates the functions, patterns and strategies they employ. It considers the development of language and communication from birth onwards, particularly the processes involved in the progress of increasing skills in socially interactive communication. The study reviews literature concerning the development of communication in proto-conversations to the talk of children of typical development and children and adults with learning difficulties. It also investigates the role of non-verbal communication and context and how these can affect and support the social interaction process. The study employed an observational approach to data collection,recording predominantly by field notes, but also utilising some video and audio recording. The data were transcribed and analysed to provide examples of the range and variety of socio-communicative interactions between the children and young people. The findings demonstrate the multiplexity of skill involved in creating and perpetuating the social dynamics of amicable interaction. Finally conclusions are drawn to provide some significance of the impact that this study may offer to professionals working in the special educational sector, particularly with children and young people with severe learning difficulties.

26

Princiotta, Dana Kristina. "Predicting Autism in Young Children Based on Social Interaction and Selected Demographic Variables." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145365.

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The purpose of the present study was to examine whether an autism diagnosiscould be predicted by social interaction as measured by the Ghuman-Folstein Screen forSocial Interaction in conjunction with selected demographic variables (i.e., sex, age,ethnicity, mother's educational level, and socio-economic status). Univariate andbivariate analyses were conducted to explore each predictor variable and to explorepossible relationships between predictor variables and autism. Binary logistic regressionwas utilized to examine various models' ability to predict autism. The final model wasable to correctly identify 74% of the cases. The GF-SSI was the greatest predictor ofautism. The selected demographic variables were not significant predictors of autism.These results were discussed in relation to the literature on sex, age, ethnicity, maternaleducation and socio-economic status. Future directions for research were also discussed.

27

Leister, C., D. Walker, and Mary R. Langenbrunner. "Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Disabilities." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3465.

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28

Danby, Susan J. "Interaction and social order in a preschool classroom." Thesis, University of Queensland, 1998.

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29

Tricerri, María F. "Characteristics associated with group versus dyadic interaction in boys and girls." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20182.

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The current study was designed to examine characteristics associated with interaction in group versus dyads in middle childhood. Two classes of children in grades one through five participated in the study. Children were identified by their peers as participating in groups or dyads. Teachers then rated the characteristics of these children. Analyses of children interacting in groups versus dyads showed that both boys and girls in groups were perceived to be more competitive, to value their friends more, to receive more attention from peers and to be more emotionally expressive than children interacting in dyads. It was also found that boys in both groups and dyads were perceived to lack more self-control and to be more active and loud than girls. The measures of self-confidence, lack of self-control, emotional difficulties, activity level, and thoughtfulness did not differ for children who interacted in groups versus dyads. Findings are discussed in terms of the functions of group versus dyadic interaction.

30

Wood, Luke Jai. "Robot-mediated interviews : a robotic intermediary for facilitating communication with children." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16313.

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Robots have been used in a variety of education, therapy or entertainment contexts. This thesis introduces the novel application of using humanoid robots for Robot-Mediated Interviews (RMIs). In the initial stages of this research it was necessary to first establish as a baseline if children would respond to a robot in an interview setting, therefore the first study compared how children responded to a robot and a human in an interview setting. Following this successful initial investigation, the second study expanded on this research by examining how children would respond to different types and difficulty of questions from a robot compared to a human interviewer. Building on these studies, the third study investigated how a RMI approach would work for children with special needs. Following the positive results from the three studies indicating that a RMI approach may have some potential, three separate user panel sessions were organised with user groups that have expertise in working with children and for whom the system would be potentially useful in their daily work. The panel sessions were designed to gather feedback on the previous studies and outline a set of requirements to make a RMI system feasible for real world users. The feedback and requirements from the user groups were considered and implemented in the system before conducting a final field trial of the system with a potential real world user. The results of the studies in this research reveal that the children generally interacted with KASPAR in a very similar to how they interacted with a human interviewer regardless of question type or difficulty. The feedback gathered from experts working with children suggested that the three most important and desirable features of a RMI system were: reliability, flexibility and ease of use. The feedback from the experts also indicated that a RMI system would most likely be used with children with special needs. The final field trial with 10 children and a potential real world user illustrated that a RMI system could potentially be used effectively outside of a research context, with all of the children in the trial responding to the robot. Feedback from the educational psychologist testing the system would suggest that a RMI approach could have real world implications if the system were developed further.

31

Dolenszky, Eva. "Children's and adolescents' internal working models of peer interaction." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33280.

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The present study examined whether children and adolescents develop mental models of peer relations that reflect observed gender differences in size and in density of friendship structures. A total of 278 children and adolescents, ranging from preschool level to CEGEP, participated in the study. Participants were given a questionnaire, consisting of schematic drawings of different forms of peer interactions, to assess their ideas about how friendships are organized for children of their age. Results indicated that both female and male participants at all grade levels judged typical boys to have a greater preference for group than dyadic interactions than did typical girls. Typical girls, however, were not judged to have preference for either dyadic or group interactions. Results also indicated that both female and male participants at all grades judged that the probability of mutual friends also being friends as higher for typical boys than for typical girls. Overall, the findings from the present study demonstrated that children and adolescents of both genders possess internal working models of peer interactions, beginning in early childhood, that are gender differentiated in a way that reflects patterns of behaviour.

32

Taumoepeau, Mele Ma'ata, and n/a. "Stepping stones to others� minds : the relation between maternal mental and non-mental state input and social understanding in 15-,24, and 33 month-old children." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070322.121926.

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Recent research has shown that children under two years demonstrate some early social understanding. Previous research has also demonstrated that mother talk about mental states is a factor in older preschoolers� later theory of mind understanding. In order to learn more about the predictive nature of mother mental state talk to very young children, this study examined the relation between mother talk about mental states at 15 and 24 months and their later mental state language and emotion understanding at 24 and 33 months. At all three time points, 71 mothers and 3 fathers (N=74) described pictures to their infants and mother talk was coded for mental and non-mental state language at 15, 24 and 33 months. In addition, at all three time points, children�s mental and non-mental state vocabulary levels were obtained via parental report. At the second and third time points the children were administered an emotion situation and a body emotion task. The mothers� ability to interpret emotion faces was also assessed. The results showed that mother use of desire language was more prevalent at 15 months, with references to thinking and knowledge increasing at 24 months. Partial correlations demonstrated that mother use of desire language with 15-month old children uniquely predicted a child�s mental state language and emotion situation task performance at 24 months, even after accounting for earlier child language, mother socioeconomic status, mothers� own emotion understanding, and other types of mother non-mental state language. Similarly, at 24 months of age, after accounting for potentially confounding variables, such as child language, mother use of think/know language as well as desire language were both predictors of children�s mental state language and emotion task performance at 33 months. The results further demonstrated that mothers� tendency to refer to the child�s (versus others�) desires at 15 months was the more consistent correlate of children�s mental state language and emotion understanding at 24 months. At 24 months a different pattern emerged with both references to the child�s and others� thoughts and knowledge correlating with child mental state language and emotion task performance at 33 months. It is proposed that Vygotsky�s zone of proximal development provides a framework within which maternal talk about specific mental states scaffolds the development of children�s later social understanding. I also suggest that such scaffolding motivates mothers to talk more about the child�s mental states when they are younger, before introducing talk that focuses on others� mental states.

33

Mak, Lai-yin Doris. "Interaction patterns of mothers of autistic and normal children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207639.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

34

Quamma, Julie Perkins. "Executive function and social problem-solving in maltreated and non-maltreated preschool children /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9191.

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35

Doyle, Joleen Marie. "Formative assessment of social competence : indicators of success in authentic elementary school tasks /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055685.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-153). Also available for download via the World Wide Web; free to University of Oregon users.

36

Chan, Yuk-king Sally, and 陳玉琼. "Play and social interaction of children with disabilities in an inclusive child care centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325690.

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37

Linnell, Margaret Elizabeth. "The influence of social interaction on the development of cardinality in pre-school children." Thesis, University of Portsmouth, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264674.

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38

Johansson, Niemelä Birgitta. "Mental Health in Children Undergoing Reconstructive Surgery : Studies on Self-Esteem and Social Interaction." Doctoral thesis, Uppsala universitet, Institutionen för neurovetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9510.

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While the functional and anatomical aspects of reconstructive surgery in children with leg length inequality (LLI), prominent ears (PE) and cleft lip and palate (CLP) have been studied in detail, the psychological aspects of surgery have been less explored. The benefit of a changed appearance and function on self-esteem and ability to social interaction are other areas where information is lacking. The aim of this thesis is to examine, during the process of reconstructive surgery, the mental health, self-esteem and social interaction of children with defects in appearance and function. Children, aged 6-16 years, with LLI (n=27) and PE (n=31) were invited to participate in interviews and psychological assessments by filling in a battery of questionnaires and tests (depression; anxiety; self-esteem; cognitive ability; and behaviour) before Ilizarov and otoplasty surgery and one year after. Parents filled in a child symptom check list and a state and trait anxiety questionnaire. Another six adolescents with CLP and their parents participated in interactive interviews with the aim of identifying relevant psychological issues for individuals with this condition. These issues were subsequently used to create new questionnaires. Being different, the development of self-esteem and social interaction were the central themes of the questionnaires designed after the interview study. The new questionnaires were explored in a retrospective study on other adolescents (n=26) with CL/P and their parents. Beck’s Youth Inventories (BYI) was used as comparative data. The LLI group had significantly lower mental health and self-esteem scores than the control group before surgery. The leisure activity level in both patient groups was low according to parents’ report before surgery. The mental health scores of both patient groups (LLI and PE) were improved after reconstructive surgery, but self-esteem was not affected. The questionnaires for CL/P patients proved to be useful in the exploration of self-esteem from a developmental perspective and in the search for strengthening factors of social interaction. Self-esteem was average or high on group level for adolescents with CL/P compared to BYI measure. Parents rated their adolescents to have higher self-esteem than the adolescents themselves. Females had a less positive development of self-esteem, there was an interaction effect between the female and male patients’ evaluation of self-esteem by higher age. Even a minor appearance defect like PE may affect mental health negatively. There were no adverse psychological effects one year after surgery in LLI and PE patients, rather, there were signs of improved mental health. Adolescents with CL/P have an anticipated risk of more mental health problems and especially those individuals who have been bullied. Cleft teams and Child and Adolescent Psychiatric Clinics should be attentive and offer psychological support to those individuals most affected by their conditions.

39

Pino, Begoña. "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/29324.

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Teachers, parents and researchers widely believe that children with autism enjoy using computers and in most western countries, most children with autism have access to them at home or at school. Drawing from communication theory, this thesis explores the hypothesis that computers can provide a motivating, real-life environment in which social interaction in children with autism can be facilitated. In a series of staged studies, the ways in which computers might be used to facilitate social interaction are investigated. The first phase established the level of access to computers that children with autism typically now have and how educators currently use computers with this group of children. The experience of those working in non-school based programmes aimed at developing social interaction in children with autism was also explored. It was also necessary to explore any inherent constraints on the development of software specifically aimed at children with autism. Having established available resources and constraints, the thesis then explored the social behaviours of children with autism within a computer-based environment, using play-based activities. In a number of interlinking studies, differences and similarities in social interactions were explored when i) working on a paper-based versus computer-based version of the same two player game, ii) playing the same game at the computer, either against a partner or alone, and iii) working with a partner on a series of graded, computer-based jigsaw puzzles, with the partner acting either as a collaborator or competitor. The findings presented illustrate the potential for eliciting increased social interaction in children with autism when working alongside others with computers, and suggest the possibility that time spent with computers by children with autism may help them to gravitate from a solitary activity towards a social one.

40

Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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41

Roch-Levecq, Anne-Catherine. "Relationship between quality of familial interactions and acquisition of a "Theory of Mind" in blind children /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p9993984.

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42

Yan, Victoria Hsui. "Discourse dynamics: interaction among English-speaking Chinese children during play /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10909400.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.
Includes appendices. Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Clifford Hill. Bibliography: leaves 204-209.

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Erret, Marilyn. "The effects of peer administered methods for increasing social interaction between young handicapped and nonhandicapped children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2145.

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44

Bradley, Kathy Denise. "Group entry strategies of socially excluded children as a function of sex, ethnicity, and sociometric status /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008284.

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45

Jull, Stephanie G. "Parents as play date interventionists for children with autism spectrum disorders." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/637.

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Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice.

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Hartner, Teresa. "Computer use in preschool : effects on social interactions /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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47

Russell, Emily. "An overview of Asperger Syndrome and anxiety, social worries and styles of social interaction in children with Asperger Syndrome /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17373.pdf.

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48

Wayland, Leigh Ann Louise. "Conjoint behavioural consultation with children who are socially withdrawn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ37244.pdf.

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49

Green, Vanessa A. "Gender and social competence as predictors of social interaction in a limited resource situation." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36566/1/36566_Digitised%20Thesis.pdf.

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The Movie-Box paradigm has been used to study the strategies children use to access limited resources. In this approach, one or more children are required to operate a Movie-Box (e.g., press a switch, pull a string to reveal the screen) so that a peer can view a movie (e.g., cartoon). The task involves cooperation and competition. The present dissertation examined the influence of group composition (i.e., samevs.mixed-sex) and social competence on the strategies used by unfamiliar children to view cartoons displayed in a Movie-Box. One hundred and fifty-six Grade 1 children were assigned to groups of four. Groups were mixed- or same-sex, and included high or low social competence children. Each group was observed for 10 minutes using a Movie-Box arrangement that allowed for only one child to view the cartoon at any single time, but required that two other children help by operating the equipment. Four studies were conducted. Girls in same-sex groups had more viewing time than boys in same-sex groups. However, girls in mixed-sex groups appeared to be at a disadvantage because they gained less viewing time than boys. Boys used a greater number and range of strategies than girls. Boys' strategies were also more self-assertive and agonistic. More low social competence children used the push strategy than high competence children. The strategies children used to enter the viewing position were more indirect than those used to maintain the viewing position. Children who gained the most viewing time in each group showed less helping behaviour than those with low viewing time. They used a greater quantity of strategies and were more demanding than low viewing children. Children who gained more than the average amount of viewing time, but helped less than average, used more selfassertive strategies than those who viewed and helped more than average. Girls in same-sex groups were more likely to help and view more than average. Overall, the results suggest that cooperation and competition is influenced by gender and group composition. Theoretical and implied implications are discussed.

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Mackenzie, Gaye. "Sandpit dilemmas: challenges of researching young children." Thesis, Mackenzie, Gaye (2005) Sandpit dilemmas: challenges of researching young children. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/175/.

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In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the 'object' of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a 'voice' has not been purely an academic endeavour. Supported by the United Nations Convention on the Rights of the Child (1990) which stipulates that States should assure that children have the right to express their views in all matters affecting them, there is a push at all levels of government for children to be given a chance to express their views on issues that concern them. In Australia and overseas, the consulting of children on issues that concern them has become more commonplace. Thus in both research and policy development, methodologies which enable adults to get closer to the world of the child and to hear their views are being explored. This thesis explores some of the issues involved in this form of qualitative research with children. It does so through combining theoretical exposition and systematic reflection with the author's own empirical research which sought to gain an understanding of young children's views of 'difference' through an ethnographic methodology. Part One provides the theoretical base for the thesis, by exploring how 'the child' and childhood have been conceptualised within western thought. Drawing on the sociology of childhood, it also probes a number of the implications of this tradition and examines how it has shaped research on children both in terms of the methods that have been employed and the topics that have been of interest. Both chapters in Part Two focus on the empirical component of the study. The first is an extended methodology chapter which explores not only the method employed and the research setting but also some of the challenges that the author faced in the field and a discussion of issues such as ethics and the status of the researcher. Using logs of the children?s activities and the author's field journal, the next chapter explores how the initial research question altered and the issues that came to the fore during the research. Part Three reconsiders a number of the theoretical issues raised in Part One in light of the fieldwork discussed in Part Two. It asks how certain ethnographic studies, claiming affiliation with the sociology of childhood, nevertheless ended up with depictions of children not far from the positivistic studies their authors had critiqued. It argues that this can be explained by the persistence of a 'problem centred' adultcentric frame which privileges understanding of a particular issue (e.g. the development of racism in children) over the actual experiences of individual children. Given the renewed interest in consulting children this proposition has practical as well as theoretical significance as it reveals how easy it is for slippage to occur and the importance of preventing it.

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