Статті в журналах: "Social interaction in children"

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Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight participants, one was the most rejected among peers (5th grade), two became the most popular among peers (3rd grade). The gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular and neutral peers; when playing together — with neutral peers. With reference to social interaction of gifted children with peers, only patterns demonstrating social effectiveness and social correspondence were found out.

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Kamaruddin, Farah Adiba, Sharifah Nurul Fathiah Syed Zainudin, and Nurul Laili Asyikin Ahmad Shamsuddin. "The Use of Smartphones on Children Social Interaction." Journal of Education and Literacy Studies (JELS) 1, no. 1 (July 20, 2022): 26–31. http://dx.doi.org/10.37698/jels.v1i1.106.

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This study discusses the uses of smartphones on children that have a positive and negative impact on the development of children's social interaction. Today’s generation is also experienced significant lifestyle changes due to the influence of modern technology by today. Children in this century are less likely to interact with people around them because parents have revealed to children smartphones for daily use. This study aims to identify whether smartphones impact usage on social interactions over five years old and to identify the development of children's social interaction at home. This study case uses a qualitative method involving five respondents that involve parents of five years children at the University College of Yayasan Pahang Kindergarten. Data instruments will be applied such as interviews with parents or guardians of the children as a sample of the study and observation will be made while children are in the classroom. The researcher will record the results of the observations on the checklist provided. A predicted result of the study is smartphones will have a negative influence on children's social interactions. However, if the use of smartphones is restricted by parents can also have a positive effect on children.

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Pivorienė, Jolanta, and Shierly Angelina Sungkono. "Social practices in providing social services for families in Lithuania: day care centers approach." Acta Universitatis Lodziensis. Folia Sociologica, no. 71 (December 30, 2019): 31–39. http://dx.doi.org/10.18778/0208-600x.71.03.

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Despite the considerable number of scientific papers on the importance of interactions between social workers and children in world literature, there are only a few studies and scientific papers in Lithuania that focus on the experience of social workers to interact with vulnerable children. The aim of this article is therefore to analyze the methods of interacting social workers with vulnerable children in daycare centers. Two research questions were formulated: what are the most effective and the least effective methods of interacting with sensitive children in the Vilnius daycare centers. The qualitative methodological approach was applied in the study. The data were collected through semi-structured interviews, which were analyzed using thematic analysis, which allowed for the separation of three main categories: common interaction methods, the most effective methods, and the least effective methods. The qualitative analysis of the data enabled, in turn, to indicate within the subcategories of the various activities to be able to rule on the effectiveness and functionality of group and individual therapy.

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Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments." Современная зарубежная психология 7, no. 2 (2018): 60–69. http://dx.doi.org/10.17759/jmfp.2018070206.

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The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous and heterogeneous) plays its role in educating gifted children and has both advantages and disadvantages. Understanding of the nature of social interaction helps developing necessary interventions with the purpose to make a gifted child adapted. The goal of the paper is the analysis of foreign research of social status, educational environment and social interaction of gifted children with their peers; representation of the results of empirical research of social status and social interaction of gifted children working and playing together which was carried out by the author in Holland with the help of sociometric and behavior tools (Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5). It is found out that in spite of the fact, one of eight participants was the most rejected among peers, five participants became popular among peers. When working and playing together, the gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular peers and peers of neutral social status, while when playing together – with peers of neutral social status. With reference to social interaction of gifted children with peers, only those patterns were found out that demonstrated social effectiveness and social correspondence

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Suchyadi, Yudhie, Yulia Ambarsari, and Elly Sukmanasa. "ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 2 (December 2, 2018): 17–21. http://dx.doi.org/10.33751/jhss.v2i2.903.

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Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

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Fujiki, Martin, Bonnie Brinton, Ted Isaacson, and Connie Summers. "Social Behaviors of Children With Language Impairment on the Playground." Language, Speech, and Hearing Services in Schools 32, no. 2 (April 2001): 101–13. http://dx.doi.org/10.1044/0161-1461(2001/008).

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Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground. Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child’s behavior occurring during the segment. The behavior displayed during each interval was then coded into one of 37 subcategories. These subcategories were grouped into six general categories of (a) peer interaction, (b) adult interaction, (c) withdrawal, (d) aggression, (e) victimization, and (f) other. Results: Significant differences were observed in the categories of peer interaction and withdrawal. Typical children spent significantly more time interacting with peers than did children with LI. Conversely, children with LI demonstrated significantly more withdrawn behaviors than did their typical peers. Analyses of effect size using ω 2 indicated that group membership accounted for approximately 30% of the variability in both of these types of playground behavior. No other significant differences were observed. These findings support the conclusions of researchers using teacher interview procedures, indicating that children with LI are more withdrawn than their typical peers at school. Clinical Implications: Specific intervention targeting social language skills in playground contexts may be warranted to include children with LI in social interactions at recess.

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Lee, Jaeryoung, and Taisuke Nagae. "Social Distance in Interactions between Children with Autism and Robots." Applied Sciences 11, no. 22 (November 9, 2021): 10520. http://dx.doi.org/10.3390/app112210520.

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The use of non-industrial robots, called service robots, is increasing in the welfare fields to meet the demand for robot therapy among individuals with autism. The more simple communication structures and repetitive behaviors of robots, compared to humans, make it easier for children with autism to interpret communication and respond appropriately. Interacting with a robot allows for social distance to be designed and maintained depending on a person’s social interaction needs. To simulate natural social interactions, robots need to perform social distance in some way. In the context of interacting with autistic children, understanding their social response levels is crucial for the robot to implement decisions regarding the distance kept during the interaction. In this study, an experiment was conducted to examine the accuracy of a detection program and explore the correlations between the social responsiveness of children and social distance, wherein 15 autistic children interacted with a robot on a one-to-one basis for about 20 min. The results revealed that both programs implemented in the robot-assisted autism therapy were effective in detecting social distance in a natural HRI situation.

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Cheok, Adrian David, Owen Noel Newton Fernando, Janaka Prasad Wijesena, Abd-ur-Rehman Mustafa, Ramkumar Shankar, Anne-Katrin Barthoff, Naoko Tosa, Yongsoon Choi, and Mayank Agarwal. "BlogWall: Social and Cultural Interaction for Children." Advances in Human-Computer Interaction 2008 (2008): 1–8. http://dx.doi.org/10.1155/2008/341615.

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Short message service (SMS) is extremely popular today. Currently, it is being mainly used for peer-to-peer communication. However, SMS could be used as public media platform to enhance social and public interactions in an intuitive way. We have developed BlogWall to extend the SMS to a new level of self-expression and public communication by combining art and poetry. Furthermore, it will provide a means of expression in the language that children can understand, and the forms of social communication. BlogWall can also be used to educate the children while they interact and play with the system. The most notable feature of the system is its ability to mix up and generate poetry in multiple languages such as English, Korean, Chinese poems, or Japanese “Haiku” all based on the SMS. This system facilitates a cultural experience to children unknowingly, thus it is a step into new forms of cultural computing.

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Mamat, Nordin, Abdul Talib Hashim, Abdul Rahim Razalli, and Mohd Mahzan Awang. "Multicultural Pedagogy: Strengthening Social Interaction Among Multi-Ethnic Pre-School Children." New Educational Review 1, no. 67 (March 31, 2022): 56–67. http://dx.doi.org/10.15804/tner.22.67.1.04.

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This study explored multicultural pedagogy in pre-school education and how it plays an important role in strengthening the social interactions among children. The Multicultural Pedagogy approach in teaching children has established the multi-ethnic (PERPADUAN/Unity) pre-school. It is a qualitative study with data drawn from observation and interview sessions aimed to identify strategies in nurturing social interaction among multi-ethnic children. Through purposive sampling, a teacher with twenty-five children and parents from various ethnicities were selected. This study revealed that practising multicultural pedagogy reflects the diversity of ethnics strengthening social interaction. The teacher exposed the children to the cultures of every ethnic group to ensure they have understood other cultures from different ethnicity. When the children are exposed to the elements of different cultures, a sense of acceptance and tolerance attitude can be fostered. This strategy nurtured national integration, encouraging interactions among multi-ethnic children, stimulating acceptance and tolerance between children and creating a school environment that reflects the diversity of ethnicities. Core multicultural elements have been found in the PERPADUAN/Unity School. Overall findings from the current study provide new evidence illustrating how multicultural pedagogy implemented strengthens social interaction in early childhood education.

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Marturano, Edna Maria. "Social Interaction in a Multiage, Single-Grade Classroom." Psychological Reports 61, no. 2 (October 1987): 475–81. http://dx.doi.org/10.2466/pr0.1987.61.2.475.

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Social interaction in a typical multiage first grade Brazilian classroom was examined with the aim of determining the extent of age segregation and the nature of cross-age interaction in such a mixed-age setting. The 12 older and the 12 younger children in the classroom were videotaped during academic activities. Dyadic contacts were analysed with respect to sex and age group of initiator and receiver as well as for content of the interaction. Older children preferred to interact with agemates and were selected as peers more frequently than younger children. Girls were less age-segregated than boys, and young boys were the most isolated group in the classroom. Cross-age interactions showed different patterns among boys and girls. The need for further research is stressed to assess the effects of such a social structure on the school adjustment of the young boys.

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Nadlifah, Nadlifah. "Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 1 (January 5, 2017): 17–26. http://dx.doi.org/10.14421/jga.2016.11-02.

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Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

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Workman, Susan H. "Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.

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Data suggest that teachers can facilitate interactions between blind preschoolers and their sighted peers by the use of verbal cues. The most useful cues appear to be descriptions of the social environment, direct prompts to the target child, and indirect prompts to other children in the group. Also, there are teacher-child interaction patterns that appear to hinder interaction with peers; these are indicated, and the discussion provides teachers with a basis for thinking about social interaction and ways of helping young children organize their social environment.

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Juliadilla, Risa, and Nia Anggri Noveni. "Understanding the Influence of Companion Animal on Child Development: a Literature Review." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (September 28, 2021): 1493–500. http://dx.doi.org/10.31004/obsesi.v6i3.1350.

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Research on human-animal interaction (HAI) is a brand-new thing in Indonesia. However, it is not widely known that human-animal interactions provides positive effect to child development. The study aims to increase literacy regarding human and animal interaction that also looks at the impacts to child development. This study uses an approach of narrative review that examines and analyzes the selected eight papers. This article investigated some of the following aspects of child development in the social-emotional, cognitive and moral development associate with the interaction between children and companion animals. The analysis shows that aspects of social-emotional development assist children, improving their ability to express emotions and conduct emotional regulation. For cognitive development, helps children while interacting with animals and eases children increasing their biological knowledge about animals and children might learn the cognitive empathy related to Theory of Mind. For moral development, it helps children to act pro-social and empathy

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ŞENOL, Fatma Betül, and Emine METİN. "Social Information Processing in Preschool Children: Relations to Social Interaction." Participatory Educational Research 8, no. 4 (December 1, 2021): 124–38. http://dx.doi.org/10.17275/per.21.82.8.4.

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Weinstein, Barry D., and David J. Bearison. "Social interaction, social observation, and cognitive development in young children." European Journal of Social Psychology 15, no. 3 (July 1985): 333–43. http://dx.doi.org/10.1002/ejsp.2420150307.

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Zhang, Yajing, Kun Zhang, Jingying Chen, Lili Liu, Meijuan Luo, Qian Chen, Xiao Zeng, and Guangshuai Wang. "Eye Tracking Study of Social Intensity on Social Orientation of Autistic Children." Behavioral Sciences 12, no. 9 (September 5, 2022): 322. http://dx.doi.org/10.3390/bs12090322.

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Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children. It found that in the scenes without social interaction, the attention patterns of autistic children and typical developing children were the same, while the attention patterns of autistic children were abnormal in the scenes with social interaction. From the eye tracking data, it was shown that the gaze processing process of autistic children was not as smooth as that of typical developing children. Compared with cartoons and other social scenes with low ecological validity, realistic painting could better restore the proportion of real scenes. Moreover, it could reduce the complexity of information which could not be done in real scenes. The findings of this study provide support for training and education of autistic children. Intervention with realistic paintings is conducive to the migration of autistic children.

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Franco, Jessica H., Barbara L. Davis, and John L. Davis. "Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism." American Journal of Speech-Language Pathology 22, no. 3 (August 2013): 489–502. http://dx.doi.org/10.1044/1058-0360(2012/10-0103).

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PurposeChildren with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.MethodSix nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants.ResultsAt study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.ConclusionDevelopment of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

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MyersOlin, Eugene. "Child-Animal Interaction: Nonverbal Dimensions." Society & Animals 4, no. 1 (1996): 19–35. http://dx.doi.org/10.1163/156853096x00025.

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AbstractExamples of child-animal interactions from a year-long ethnographic study of preschoolers are examined in terms of their basic nonverbal processes and features. The contingency of interactions, the nonhuman animal's body, its patterns of arousal, and the history of child-animal interactions played important roles in determining the course of interactions. Also, the children flexibly accommodated their interactive capacities to the differences in these features which the animals presented. Corresponding to these observable features of interaction, we argue that children respond to variations in animals' agency, coherence, affectivity, and continuity. Recent research shows infants also respond to these dimensions in interactants. The implications are that for the young child, animals are social others that present intrinsically engaging degrees of discrepancy from human social others; and that the child's sense of self takes shape in the available interspecies community. Interacting with animals may be more primary than human-centered factors (such as cultural meanings, anthropomorphism, social facilitation, or psychodynamic processes) in the child's experience and developing understanding of self and animal other. Implications for the theories of social development are discussed.

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Streeck, Jürgen, and Kathryn E. Harrison. "Children’s interaction in an urban face-to-face society." Pragmatics and Society 6, no. 3 (September 28, 2015): 305–37. http://dx.doi.org/10.1075/ps.6.3.01str.

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This paper reports on a micro-ethnography of social interaction in an urban plaza in Colombia, focusing on the plaza’s role as an arena for the acquisition of interaction skills. We investigate how children of different ages initiate and sustain interactions with same-age and older peers and the efforts they make to be recognized and ‘visible’. We interpret our data in light of three theories of socialization: Corsaro’s (1997) conception of childhood as “interpretive reproduction”, Vygotsky’s (1978) model of the “zone of proximal development”, and the “structural approach” to social cognition and development (Damon 1977; Younnis 1984). While a social form like the plaza, which is collectively enacted by members of all age groups of the local community, provides children with an extraordinarily rich array of opportunities to develop social communication skills by interacting with older and younger peers, our analysis also demonstrates that children, as they are building zones of proximal development for themselves, play a central role in assembling, integrating, and sustaining the neighborhood as a face-to-face society. In this fashion, the paper illustrates how the micro-analysis of social interaction can contribute to the analysis of social ‘macro’ forms.

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Rubin, Kenneth H., Robert J. Coplan, Nathan A. Fox, and Susan D. Calkins. "Emotionality, emotion regulation, and preschoolers' social adaptation." Development and Psychopathology 7, no. 1 (1995): 49–62. http://dx.doi.org/10.1017/s0954579400006337.

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AbstractIt was proposed that the interaction between the constructs of emotion regulation and social interaction would predict social adaptation in preschoolers. Ninety-six 4-year-olds were observed in quartets of unfamiliar same-sex peers. Based on parent temperament ratings and observed free play behaviors, 68 children from the original sample were classified as: low social interaction, good emotion regulators; low social interaction, poor emotion regulators; high social interaction, good emotion regulators; high social interaction, poor emotion regulators; or average. The results indicated that the low social interaction children who were poor regulators displayed more wary and anxious behaviors during free play and other episodes, and were rated as having more internalizing problems than both the low social interaction children who were good regulators and the average group. The high social interaction children who were poor regulators were rated as having more externalizing problems than either the high social interaction children who were good regulators or the average group. Thus, it seems as if emotion dysregulation is associated with psychological maladaptation, but that this association is tempered by the degree to which children engage in social interaction.

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Kumar, Surender, Yong Seob Kim, and Kun Seok Oh. "Development of a Social Interaction Questionnaire for the Trainers and Mothers of Children with Disabilities Participating in Dousa-Hou (Japanese Psycho-Rehabilitation) Camps." Psychological Reports 99, no. 2 (October 2006): 591–98. http://dx.doi.org/10.2466/pr0.99.2.591-598.

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A 12-item Social Interaction Questionnaire was developed to measure the social interactions among trainers and mothers of children with disabilities in Dousa-hou camps. Dousa-hou is a Japanese psychological rehabilitation method which is widely used for children with mental retardation, cerebral palsy, and autism in Japan and other Asian countries. The primary focus of the rehabilitation method is to improve bodily movements, posture, and social support to patients and their first-degree relatives as well as promoting social interaction among participants. Two factors of interaction, (1) educational and daily life matters and (2) health and care matters, emerged through factor analysis. Cronbach coefficient alpha of the questionnaire was .91. The back-translated version of the Social Interaction Questionnaire also yielded two factors and Cronbach coefficient alpha of .87. It was found that mothers or first degree relatives ( N = 138; M = 43.5 yr., SD = 12.3) of the patients reported more social interaction than trainers when interacting with their child's trainer, supervisor, other trainers, and other mothers during six-day Dousa-hou camps.

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Sundari, Fitri Siti, and Asep Supena. "Efforts to Teach Social Interaction to Autism Students in Inclusive Elementary Schools." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 1 (April 30, 2022): 1–12. http://dx.doi.org/10.55215/pedagonal.v6i1.4443.

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The purpose of this study was to analyze efforts to teach social interaction interactions to autistic children in inclusive elementary schools. The research method used is narrative inquiry. Research subjects are children with autistic barriers in inclusive primary schools. Subjects have difficulty controlling behavior, tend not to pay attention to their interlocutor when interacting, and display repetitive behavior, moving their fingers, shouting, laughing for no apparent reason, and tantrums. Assessment of the social interaction ability of children with autistic barriers can be seen from eye contact, facial expressions, repetitive or odd movements that are less focused, lack of ability to play with friends, and emotional states such as crying or sudden anger. The form of interaction of autistic children in inclusive elementary schools leads to a form of cooperation. Subjects often work on assignments with their study groups, even though the subjects have not been able to express ideas but the subjects can help if their group friends need help. The teacher's teaching strategy in social interaction is to encourage and motivate subjects to interact with their peers. Teachers and parents work together to provide some therapy to help the subject when facing problems. The task of the assistant teacher is to help the subject complete the task according to his ability. The way to teach language and communication to the subject is by always communicating with the subject on various occasions and if speaking, it must be spoken slowly.

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Suntari, Ni Luh Putu Yunianti, I. Dewa Ayu Ketut Surinati, and Ni Nyoman Hartati. "The Relation of Interpersonal Communication and Sibling Support on Social Interactions of Autistic Children." Nursing and Health Sciences Journal (NHSJ) 2, no. 4 (December 5, 2022): 349–56. http://dx.doi.org/10.53713/nhs.v2i4.139.

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Autism is a serious developmental disorder, its impact on certain nervous systems causing certain difficulties commonly affect one’s difficulty with communication and social interaction. Interpersonal communication and sibling support need to be observed in the development of children with autism This study examined the relation between interpersonal communication and sibling support on social interaction of children with autism. We drew data with a sample population of 32 children on the autism spectrum. We use cross sectional approach to study it’s correlation. Our result found that interpersonal relations (X1) correlate to social interaction (Y) with a r-score of 0.764 which can be concluded that there was a positive correlation between interpersonal communication and social interaction. We also found that sibling support (X2) correlation to social interaction with a r-score of 0.284 which is lesser than r-table of 0.349, meaning that there was no correlation between sibling support to social interaction of children with autism. Finding underscore the crucial problem of children with autism was their difficulties on social interactions. Interpersonal communication and siblings support that they had doesn’t always translate to the development of social skill in children with autism. Parent involvement was an important aspect on the development of social skills.

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Prasad, Sunita. "Assessing Social Interaction Skills of Children with Disabilities." TEACHING Exceptional Children 26, no. 2 (January 1994): 23–25. http://dx.doi.org/10.1177/004005999402600207.

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Shapiro, Henry L. "Language Development and Social Interaction in Blind Children." Journal of Developmental & Behavioral Pediatrics 22, no. 2 (April 2001): 147. http://dx.doi.org/10.1097/00004703-200104000-00014.

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Garton, Alison F. "Word meaning, cognitive development, and social interaction." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1106. http://dx.doi.org/10.1017/s0140525x01240138.

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This review proposes that Bloom's linkage of word meaning with more general cognitive capacities could be extended through examination of the social contexts in which children learn. Specifically, the child's developing theory of mind can be viewed as part of the process by which children learn word meanings through engagement in social interactions that facilitate both language and strategic behaviours.

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Bharatharaj, Jaishankar, Loulin Huang, Ahmed Al-Jumaily, Rajesh Elara Mohan, and Chris Krägeloh. "Sociopsychological and physiological effects of a robot-assisted therapy for children with autism." International Journal of Advanced Robotic Systems 14, no. 5 (September 1, 2017): 172988141773689. http://dx.doi.org/10.1177/1729881417736895.

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This article reports our findings from a robot-assisted therapeutic study conducted over 49 days to investigate the sociopsychological and physiological effects in children with autism spectrum disorder using a parrot-inspired robot, KiliRo, that we developed to help in therapeutic settings. We investigated the frequency of participants’ interactions among each other and assessed any changes in interaction using social network analysis. Interactions were assessed through manual observation before and after exposure to the robot. Urinary and salivary tests were performed to obtain protein and α-amylase levels, respectively, to report the physiological changes in participating children with autism spectrum disorder before and after interacting with the robot. This is a pioneering human–robot interaction study to investigate changes in stress levels using salivary samples. Systolic and diastolic blood pressure, heart rate, and arterial oxygen saturation level in blood were also monitored to investigate the physiological changes in participating children before, during, and after interacting with our parrot-inspired robot, KiliRo. The results show that the robot can help increase social interaction among children with autism spectrum disorder and assist in learning tasks. Furthermore, the clinical biochemistry test report using urinary and salivary samples indicates that the stress levels of children with autism reduced notably after interacting with the robot. Nevertheless, blood pressure, heart rate, and oxygen levels in blood did not show positive change in all participants.

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Buse, Susan T., Jack T. Cole, Toby Rubin, and R. Fletcher. "Involving rural nonhandicapped children in teaching social interaction skills to behavior disordered/multiply handicapped elementary students." Rural Special Education Quarterly 9, no. 2 (May 1988): 27–32. http://dx.doi.org/10.1177/875687058800900206.

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Severely behavior disordered children with accompanying multiple handicaps usually have little or no appropriate social interaction skills. The purpose of this study was to determine if naive (i.e., untrained), normal children's interaction with severely behavior disordered children would increase the rate of appropriate social behaviors exhibited by the behavior disordered children. Results indicated a significant increase in social interactions when nonhandicapped children were assigned to play with a specific behavior disordered/multiply handicapped child. The described intervention strategies are replicable for rural programs.

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Rabidoux, Paula C., and James D. MacDonald. "An Interactive Taxonomy of Mothers and Children During Storybook Interactions." American Journal of Speech-Language Pathology 9, no. 4 (November 2000): 331–44. http://dx.doi.org/10.1044/1058-0360.0904.331.

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The purpose of the present study was to investigate the social construction of interactions between mothers and children with a variety of developmental disabilities during storybook interactions. The study used interpretive methods to describe the participation of 20 preschool children and mothers in storybook interactions in terms of their interactive and communicative participation. Data were collected via home videotapes of mothers and children engaged in storybook interactions with novel (unfamiliar) storybooks for 15- to 30-minute interaction samples. Mothers were also interviewed concerning their beliefs and practices concerning early communication and literacy. Findings yielded an emerging interpretive taxonomy for observing and conceptualizing the social milieu of adults and children during storybook interactions that may be useful for enhancing communication and emergent literacy learning. The taxonomy may also be useful clinically to help parents and clinicians develop interaction styles that facilitate interaction and communication in emergent literacy contexts.

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Jenkins, Joseph R., Samuel L. Odom, and Matthew L. Speltz. "Effects of Social Integration on Preschool Children with Handicaps." Exceptional Children 55, no. 5 (February 1989): 420–28. http://dx.doi.org/10.1177/001440298905500505.

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This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

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Hadley, Pamela A., and C. Melanie Schuele. "Facilitating Peer Interaction." American Journal of Speech-Language Pathology 7, no. 4 (November 1998): 25–36. http://dx.doi.org/10.1044/1058-0360.0704.25.

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Research over the past decade has provided the rationale to target the peer-related social-communicative competence of children with specific language impairment (SLI). Yet our clinical experiences suggest that verbal interaction skills with peers rarely are emphasized in speech/language intervention with these children. We argue that it is particularly important for speech-language pathologists to target socially relevant language objectives with children with SLI because these children eventually must live up to standard societal expectations in social, educational, and vocational settings. In this paper, we identify several barriers that may prevent speech-language pathologists from addressing socially relevant language intervention objectives. Several case examples are provided to illustrate ways in which practitioners can address these types of objectives.

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Fox, James, and Sarah Savelle. "Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look." Behavioral Disorders 12, no. 4 (August 1987): 276–91. http://dx.doi.org/10.1177/019874298701200403.

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This article critically reviews research on the social interactions of behaviorally disordered children with family members. Behaviorally disordered children are in part characterized by their difficulty in establishing or maintaining positive social relationships. This includes conduct disordered, socially withdrawn, and autistic children. Most applied research on social development has been conducted in educational settings. Yet, parents and siblings are typically acknowledged as the earliest and one of the most enduring influences on children's social development. Descriptive and intervention research that includes direct observational measures of social interaction between behaviorally disordered children, their siblings, or parents are reviewed. Two princiipal questions are addressed: (a) To what degree have these research studies shown that behaviorally disordered children exhibit deficits in positive interaction with family members when compared to nonhandicapped children and their families; and (b) what interventions have been shown to be effective in increasing positive interaction between behaviorally disordered children and their families? Issues and questions for future research in this area are discussed.

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Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions." Social Behavior and Personality: an international journal 39, no. 7 (August 1, 2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.

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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than parents, which all contribute to harmonious family interaction relationships.

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Christensen, Lois McFadyen. "Nurturing Young Social Studies Learners’ Notions of Democracy." Social Studies Research and Practice 5, no. 2 (July 1, 2010): 115–19. http://dx.doi.org/10.1108/ssrp-02-2010-b0012.

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When educators, families, and children come together in the classroom to share their diverse cultures, potential exists for learning concepts about democracy, citizenship, and social justice through an immersion experience of interacting together. By involving families and encouraging interaction among them, social studies teachers can organize opportunities to develop democratic learning environments. Such an environment can have a bearing on how children and their families experience a sense of community. Teachers who plan intentional interactions among families of diverse cultures where parents can learn from each other may modify parental child-rearing practices. The three basic parenting styles that can be associated with a young child’s social development are authoritarian, authoritative, and permissive types. It is through these parental exchanges that alternative parenting styles can be observed and possibly adopted. Early childhood social studies educators can support children and caretakers to envision a just and compassionate democracy.

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Stone, Valerie E. "Social Interaction and Social Development in Virtual Environments." Presence: Teleoperators and Virtual Environments 2, no. 2 (January 1993): 153–61. http://dx.doi.org/10.1162/pres.1993.2.2.153.

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Like most new technologies, virtual reality (VR) has been the subject of a great deal of idealization. This paper both debunks that idealization by discussing some problems that certain types of VR could cause and emphasizes how other types of VR could bring the technology closer to its ideal. Virtual reality is divided into four types: social (there are real other people to interact with), nonsocial (other interactants are simulations of people), creative (users can create elements in the virtual environment), and noncreative (users interact with a fixed environment created for them). Nonsocial VR may cause problems by making it difficult for children and adolescents to learn social skills. Noncreative VR is problematic because it places limits on users' creativity and freedom. Engineers developing VR technology are encouraged to develop social and creative VR.

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Lloyd-Esenkaya, Vanessa, Claire L. Forrest, Abbie Jordan, Ailsa J. Russell, and Michelle C. St Clair. "What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views." Autism & Developmental Language Impairments 6 (January 2021): 239694152110053. http://dx.doi.org/10.1177/23969415211005307.

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Background and aims Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) and three practitioner focus groups (n = 10) were conducted with parents of children aged 4–12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018. Results An inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers. Conclusions Children with LDs have difficulties understanding emotions, difficulties understanding their peer’s intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles. Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children’s emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders.

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Isnaeni aldina novita rahmah, Isnaeni aldina novita rahmah. "Hubungan Penggunaan Gawai dengan Hipperaktivitas dan Interaksi Sosial pada Anak Usia Sekolah di SD Negeri 2 kalibagor." Journal of Bionursing 2, no. 3 (November 30, 2020): 157–63. http://dx.doi.org/10.20884/1.bion.2020.2.3.68.

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ABSTRACT Background: The use of gadgets can have a significant negative impact on children. Ease of accessing various information and technology makes children lazy to move. In addition, spending too much time in front of the screen interferes with children's social interactions. Hyperactivity behavior of children often makes them have difficulty undergoing interpersonal relationships with parents, peers, and the surrounding environment. Objective: This research aimed to find out the correlation between the use of gadgets with hyperactivity and social interaction on school-age children in SDN 2 Kalibagor. Method: This was a quantitative descriptive study using a cross sectional approach. The research sample was 49 school-age children taken by simple random sampling technique. The measuring instrument used was a questionnaire sheet and chi square test was employed to analyze the data obtained. Results: The majority of respondents were male (59.2%) and aged 11 years (67.3%). 75.5% of the respondents used bad gadgets. 53.1% of them did not experience hyperactivity, while 46.9% of them experienced low interaction. The analysis indicated that p = 0.004 for the use of gadgets with hyperactivity, and the value of p = 0.001 for the use of gadgets with social interactions. Conclusion: There is a correlation between the use of gadgets with hyperactivity and social interaction on school-aged children at SD N 2 Kalibagor. Keywords: Hyperactivity, social interaction, use of gadgets

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Barus, Dewi Tiansa, Citra Anggraini, and Friska Sembiring. "PENGARUH TERAPI BERMAIN LEGO TERHADAP INTERAKSI SOSIAL ANAK AUTIS DI SDLB 017700 KISARAN NAGA KECAMATAN KISARAN TIMUR KABUPATEN ASAHAN TAHUN 2019." Jurnal Penelitian Keperawatan Medik 2, no. 2 (April 30, 2020): 68–73. http://dx.doi.org/10.36656/jpkm.v2i2.226.

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Social interaction is a relationship relating to individuals with individuals, individuals with groups, and groups with groups in which there is cooperation and competition. Children with autism have language and communication difficulties as well as understanding their surroundings. Researchers have the aim to determine the effect of lego play therapy on the social interactions of children with autism. In this study, researchers used a pre-experimental research design in the form of one group pretest-posttest. The sample in this study were all students suffering from autism, as many as 13 students in grades 1 - 4, with age 7 - 10 years with total sampling technique. Collecting data using observation sheets, researchers wanted to find out the extent to which play lego therapy can increase social interaction in children with autism. Where the results of the study state social interaction before being given lego play therapy is 1.15, while after being given lego play therapy is 1.77 . The results of statistical tests that have been conducted by researchers say there is an effect of lego play therapy on social interactions of children with autism can be seen the results of the p-value < 0.05. In this case the researchers suggest that teaching staff at SDLB in the future be able to implement this lego play therapy so that the social interaction of children with autism can increase even better.

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Zanandrea, M. "Play, Social Interaction, and Motor Development: Practical Activities for Preschoolers with Visual Impairments." Journal of Visual Impairment & Blindness 92, no. 3 (March 1998): 176–88. http://dx.doi.org/10.1177/0145482x9809200305.

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Children with visual impairments (who are blind or have low vision) should be given the chance to develop locomotor and social interaction skills at the same time as sighted students. Since play is a natural medium through which children learn, a number of activities can easily be incorporated into peer-play situations at school. These activities enable children to practice moving and orienting themselves properly in relation to others and their surroundings and to be better prepared for social interactions with sighted children.

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Vlasova, Yulia. "Using social networks for social upbringing." Education & Self Development 16, no. 3 (September 30, 2021): 278–88. http://dx.doi.org/10.26907/esd.16.3.24.

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The article addresses the potential of using social networks in social education and for solving the problems of youth socialization. There is an urgent social need for the harmonious development of the child's personality, including in the Internet environment. At the same time, there is insufficient knowledge about the organization of education in social networks in science. The article identifies the experience of successful interaction between teachers and students on the Internet and ways of organizing event situations in social networks. The study was conducted in February-October 2020 and analysed the content of open official accounts of educational organizations in the social networks ‘VKontakte’, Instagram and documents of educational organizations. The complex use of observation methods, quantitative data processing, expert assessments was aimed at identifying forms of educational activity that are promising for implementation online in social networks. The study showed that, despite the variety of topics and styles, the content of official school accounts resembles a list of news about holidays and other public events. The accounts do not contain materials that could cause vivid emotions and sensations in children, become a source of experiences, value attitudes, experience of interacting with people. Consequently, schools do not provide children with opportunities for self-knowledge, self-determination, self-realization, and do not support their initiatives in social networks. The article recommends that schools expand the practice of organizing networked educational events. For this, they need to create groups of different ages for children and adults for joint planning, organizing, conducting, summing up creative deeds. The maintenance of a thematic Instagram account of a school is offered as an example of a successful subject-subject interaction between a teacher-educator and students in social networks.

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Miskam, Mohd Azfar, Mohd Aminullah Che Hamid, Hanafiah Yussof, Syamimi Shamsuddin, Norjasween Abdul Malik, and Siti Nora Basir. "Study on Social Interaction between Children with Autism and Humanoid Robot NAO." Applied Mechanics and Materials 393 (September 2013): 573–78. http://dx.doi.org/10.4028/www.scientific.net/amm.393.573.

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Autism cannot run away from their triangle deficits: social, communication and stereotyped behaviour. There is no cure for autism or any definitive treatment to treat the core symptoms of this developmental disorder. However, the deficits can be minimized by maximize their learning through behavioural therapy and educational intervention. Nowadays, the methods in the rehabilitation of autism have been upgraded by the innovation of humanoid robots, in particular the humanoid robot NAO. In this study, NAO has being programmed using Choregraphe as programming tool to develop lesson modules for children with autism to practice their social interaction skill. This paper focuses specifically on social interaction subscale to observe the behaviour of the autistic children during interaction with the humanoid robot NAO. The observation is based on six items referenced from the Gilliam Autism Rating Scale-second edition (GARS-2). The use of humanoid robot NAO in the rehabilitation of autistic children is expected to help them to interact and practice their social traits just like normal children. The results evidently showed that children with autism are positively affected by NAO by giving encouraging responses in social interaction when interacting with the robot. Two-way communication between the child and robot in real time significantly give positive impact in the responses towards the robot.

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Basil, Carmen. "Social interaction and learned helplessness in severely disabled children." Augmentative and Alternative Communication 8, no. 3 (January 1992): 188–99. http://dx.doi.org/10.1080/07434619212331276183.

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Harris, Margaret. "Social interaction and early language development in deaf children." Deafness & Education International 2, no. 1 (February 2000): 1–11. http://dx.doi.org/10.1179/146431500790561260.

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Mcevoy, Mary A., and Samuel L. Odom. "Social Interaction Training for Preschool Children with Behavioral Disorders." Behavioral Disorders 12, no. 4 (August 1987): 242–51. http://dx.doi.org/10.1177/019874298701200406.

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The importance of early peer interaction for the development of positive outcomes on adult life adjustment measures has been well documented. Children who do not engage in social interaction, or do so at a depressed rate, do not have access to this avenue for skill development. The purpose of this article is to provide an illustrative review of the most recent advances in social interaction research for children who exhibit a wide range of behavioral disorders. Specifically, teacher-mediated, peermediated, and interpersonal problem-solving approaches to promoting social interaction are presented. In addition, factors which affect social interaction training such as type of activities, presence of socially competent peers, and subject characteristics are discussed. Finally, suggestions for further research are advanced.

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Göransson, Kerstin. "Social interaction in special classes for mentally retarded children." International Journal of Rehabilitation Research 12, no. 4 (December 1989): 463. http://dx.doi.org/10.1097/00004356-198912000-00034.

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Agaliotis, Ioannis, and Efrosini Kalyva. "Nonverbal social interaction skills of children with learning disabilities." Research in Developmental Disabilities 29, no. 1 (January 2008): 1–10. http://dx.doi.org/10.1016/j.ridd.2006.09.002.

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Schleef, Erik. "Language Development and Social Interaction in Blind Children (review)." Language 78, no. 3 (2002): 589. http://dx.doi.org/10.1353/lan.2002.0173.

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Suyanti, Suyanti, and Kurniyatul Faizah. "HUBUNGAN ANTARA PENERIMAAN DIRI DAN DUKUNGAN SOSIAL ORANG TUA ANAK AUTIS DENGAN INTERAKSI SOSIAL ANAK AUTIS." Edupedia 3, no. 2 (January 8, 2019): 1–8. http://dx.doi.org/10.35316/edupedia.v3i2.246.

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This study aims to determine how much influence social acceptance and support for parents of autistic children with social interaction of children with autism. The population is 30 parents of autistic children and the closestpeople who attend in PAUD Inklusi Anggrek MandiriSitubondo and the sample is the whole of the population of some 30 people. This study is correlational; the subject is determined by purposive sampling technique. Results of the study showed that the regression analysis coefficient on F = 17.839, p = 0.000 (p <0.05) so that there is a significant relationship between self-acceptance and social support for parents of autistic children with social l interactionautistic children is received. Partially there is a significant correlation between self-acceptance with social interaction shown by prices at t = 5.018, p = 0.000, so the hypothesis is accepted. In parsal also shown at t = 1.613 p = 0.118 (p> 0.05), so the research hypothesis that says there is a relationship of social support with social interaction rejected. So overall derived price Sguare R = 0.569 which shows variable acceptance of self and social support contributed 56.9% effective this further strengthensacceptance your self parents with autistic children and social support autistic children associated with autistic children social interaction. So H0 rejected, which means acceptance of self and relationship betweensocial parents support correlated with sociall interactionautistic children.

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Koning, Cyndie, Kathy Manyk, Joyce Magill-Evans, and Anne Cameron-Sadava. "Application of the Social Interaction Model." Canadian Journal of Occupational Therapy 64, no. 1 (April 1997): 32–34. http://dx.doi.org/10.1177/000841749706400106.

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Assessment and treatment of children and adolescents presenting with social interaction deficits must be guided by an understanding of the roles of social perception, planning, and output. This paper describes a case study of a client's functional ability in social interaction using the Social Interaction Model described by Doble and Magill-Evans (1992) as a framework. The use of the Child and Adolescent Social Perception Measure to assess how the individual client functions in the area of social perception is discussed.

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Sari, Dewi Puspita, Ayu Novitrie, and Latifah Latifah. "Analisis Penatalaksanaan Interaksi Sosial pada Anak Autis dengan Menggunakan Metode Social Story di Klinik Shally Autis Center Palembang Tahun 2020." Jurnal Ilmiah Universitas Batanghari Jambi 21, no. 2 (July 4, 2021): 505. http://dx.doi.org/10.33087/jiubj.v21i2.1400.

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Autism is a condition caused by internal disorders. A development characterized by abnormalities in social interactions, communication and very rigid behavior and repetition of behavior, while social interactions are needed in the daily life of children with autism in order to live like everyone else. The purpose of this study was to determine the relationship between eye contact, understanding, emotions, and speech on the social interactions of children with autism. This research is an analytic survey with a Cross sectional design. The population in this study were all 60 patients diagnosed with autism at the Shally Autis Center palembang. the sample in this study was the total of population, namely 60 children. The results of the study found that there was a relationship between eye contact, understanding, emotions, and speech with the social interaction of children with autism at the Shally Autis Center Palembang clinic in 2020. At the end of the study it is suggested that therapists in increasing social interaction of children with autism should pay attention to aye contact, understanding, emotion, and speech to be promoted for better development.

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