Download or read book A Social Competence Intervention Program Using Drama Therapy and how it Can Improve Peer Relations Among Children with Attention Deficit Hyperactivity Disorder written by Monika Sawka and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research paper will be measuring the way children who suffer from Attention Deficit Hyperactive Disorder (ADHD) feel about their peer group before and after the application of an intervention program based on drama therapy techniques that aim to improve social competency. The effectiveness of the social competence intervention program will be evaluated according to the following criteria: the child's ability to communicate with his or her peers and the ability to decode emotions based on facial expression, body language, and vocal cues. This study aims to help children gain a better understanding of the social cues of others, leading to an improvement in their peer relations. Drama therapy techniques such as improvisation and role play will be used to help children gain the tools they need to better understand the responses of others (Guli, 2004). Drama therapy techniques that explore self-expression, positive communication, space and distance, concentration, organization, speech, and symbolism will be used.
Download or read book Drama Therapy and Storymaking in Special Education written by Paula Crimmens and published by Jessica Kingsley Publishers. This book was released on 2006-02-17 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many aspects of drama therapy make it an ideal technique to use with students with special learning needs. This practical resource book for professionals covers the broad spectrum of students attending special needs schools, including those with attention deficit disorder, autism and Asperger syndrome, and students with multiple disabilities. Paula Crimmens places therapeutic storymaking within the context of drama therapy and offers practical advice on how to structure and set up sessions to be compatible with special needs learning environments. She shows how story sessions can address issues of self-esteem and self-mastery, and how their use in groups is invaluable for building social and communication skills. The book includes traditional stories from around the world as session material, and includes guidance on how to devise stories relevant to older students, as well as a review of recent research into the effectiveness of drama therapy in engaging and retaining the attention of students with an intellectual disability.
Download or read book AutPlay Therapy Play and Social Skills Groups written by Robert Jason Grant and published by Routledge. This book was released on 2020-09-28 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: AutPlay® Therapy Play and Social Skills Groups provides practitioners with a step-by-step guide for implementing a social skills group to help children and adolescents with autism improve on their play and social skills deficits in a fun and engaging way. This unique 10-session group model incorporates the AutPlay Therapy approach focused on relational and behavioral methods. Group setup, protocol, and structured play therapy interventions are presented and explained for easy implementation by professionals. Also included are parent implemented interventions that allow parents and/or caregivers to become co-change agents in the group process and learn how to successfully implement AutPlay groups. Any practitioner or professional who works with children and adolescents with autism spectrum disorder will find this resource to be a unique and valuable guide to effectively implementing social skills groups.
Download or read book SCIP Social Competence Intervention Program written by Laura Ann Guli and published by Research PressPub. This book was released on 2008 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: SCIP is a 16-session, drama-based intervention for youth ages 8-14 on the autism spectrum. The authors blend current research from neuropsychology and information from the field of creative drama to help students accurately perceive and respond to nonverbal aspects of social interactions, such as facial expressions, body language, and tone of voice. Program sessions are divided into three parts: input, integration, and output. Input--the basic perception of social cues. Integration--how to put social cues together. Output--how to respond appropriately to others. Students are asked to participate in process dramas and take on roles that explore various outcomes. During role plays, students learn to divide complex social interactions into sequential parts, discuss the emotions involved, and act out a variety of possible responses. They also learn practical skills for dealing with teasing and understanding complex social cues. An accompanying CD of all the reproducible forms and student handouts is included with the book.
Download or read book Children s Social Competence written by Melissa L. Greene and published by Nova Novinka. This book was released on 2010-10-01 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses peer relationships and social skills in school-age children. The historical and current understanding of the importance of peer relationships and effective social skills for development and well-being are discussed herein. In addition, this book reviews and discusses the concepts of social skills and social competence, as well as current understanding of the social difficulties of children with ADHD, autistic spectrum disorders, and Social Anxiety Disorder. Recent research on the effectiveness of social skills training are presented and four commonly utilised training programs are discussed in order to assist children with peer relationships.
Download or read book Using the Embodiment Projection Role Paradigm Within Drama Therapy to Develop Affective Social Competence in Children written by Margaret A. Powell and published by . This book was released on 2014 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Affective Social Competence (ASC) is a dynamic, interconnected model of socio-emotional skill, articulating the development of emotional expression (EE), understanding (EU), and regulation (ER) (Halberstadt, Denham, & Dunsmore, 2001). This theoretical research paper uses integrative literature review and intervention research methodologies to identify how play, in the context of drama therapy, can support the development of ASC. Research indicates that elements of play are related to growth in ASC subdomains, including social play with peers and parents, and physical, object, and pretend play experiences. Based on this research, the Embodiment-Projection-Role (EPR) paradigm is identified as an ideal framework for building ASC drama therapeutically (Jennings, 1990; 1998; 1999; 2005; 2011; 2012a; 2012b). Specifically, Embodiment Play, using movement and sensory exploration of the environment, supports emotion regulation, helping the child explore physiological and emotional experiences and practice coping and regulation strategies. Projective Play, externalizing ideas and experiences onto toys and objects to manipulate them, supports emotional expression. It assists in the expression and mastery of emotional content for children through symbols. Role Play is related to emotion understanding, which requires the ability to take the perspective of another, and decode emotions. Through pretending to be someone else, children strengthen their abilities to role reverse, empathize, and understand the emotions of others. A program for building ASC in children aged four to ten using the EPR paradigm is described, including client and therapist roles, setting and materials, goals, exercises, and session structures.
Download or read book Drama Therapy written by Kerri Caplan and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most widely used and most successful treatment for children with autism is known as Intensive Behavioral Intervention (IBI) and allows for a significant increase in cognitive, behavioral and language skills. However, there seems to be a gap in this form of treatment between the known benefits and the possible improvements in emotional expression and social interaction. I have witnessed the gains in cognitive, behavioral and language skills for children with autism receiving IBI, but I have yet to see these children increase their range of emotional expression and social interaction with the aid of IBI. An important question that I would like to pose is, is it possible for other treatments such as Drama Therapy to be an effective intervention for this population and can it fill that gap? This paper examines the process of two children with autism and the use of drama therapy as an intervention for these children. The first case study looks at the process of a four year old male with autism who is non verbal and the second case study follows the process of a seventeen year old male with autism who is verbal. The main goal for each child was to have them learn how to express their emotions through drama therapy as well as increase their social interaction skills through drama therapy. I incorporated the guidelines of non-directive play therapy created by Virginia Axline (1969) and through this incorporation I witnessed each client learn how to form a new relationship, express their emotions and learn new social skills.
Download or read book How to Teach Social Skills and Plan for Peer Social Interactions written by Janine Peck Stichter and published by Pro-Ed. This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this booklet is to provide a systematic process for eduators to use to assess children's peer-related social behaviors and to develop individualized, functional social skills intervention programs. First, an overview of social competence and peer-related social behaviors is presented, including a discussion of the importance of social skill development among students with ASD. Next, a functional approach to assessment is described. Finally, evidence-based strategies for developing peer-related social interactions are outlined. The information presented in this booklet is geared for use primarily by teachers and families and is aimed at enhancing the quality and quantity of social interactions of individuals with ASD with their peers across a variety of settings and activities.
Download or read book Development of Professional Resource to Improve Social Skills and Peer Relation in Children with Attention Deficit Hyperactivity Disorder written by Soudabeh Rahmankhah and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attention deficit hyperactivity Disorder Symptoms as a Mediator of the Relation Between Social Perception and Social Skills and Adaptability in Preschoolers written by Brandi Michelle Ellis and published by . This book was released on 2016 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: ADHD symptoms have been linked empirically to both social perception deficits as well as impairments in social skills and adaptability. The current study built on existing literature by examining whether social perception abilities indirectly predicted social skills and adaptability through ADHD symptoms in preschool-aged children. The sample consisted of 3 to 6-year-old children attending Head Start Programs and private preschools (N = 76). It was expected that social perception abilities would positively relate to both social skills and adaptability. It was also expected that these relations would occur indirectly through ADHD symptoms. Specifically, social perception abilities would relate negatively to ADHD symptoms, which, in turn, would relate negatively to both social skills and adaptability. Although not all hypothesized relations in the model were supported, an indirect effect of social perception abilities on social skills and adaptability through ADHD symptoms was supported. Furthermore, for parent-report, the mediational model was most clear when attention problems were isolated as the mediator. These findings suggest that ADHD symptoms--particularly attention problems--are important to consider in the complex relation of social perception abilities and negative outcomes such as deficits in social skills and adaptability. The results also provide some support for social perception deficits as one of the underlying factors that contribute to the social difficulties often seen in children with ADHD. Finally, these findings also highlight a point of intervention (or even prevention in young children), given that minimizing ADHD symptoms may disrupt the indirect link of social perception deficits on these negative outcomes. --Page ii.
Download or read book Play Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities written by Robert Jason Grant and published by Routledge. This book was released on 2016-06-23 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities contains a wide selection of play therapy interventions for use with children and adolescents with autism spectrum disorders, dysregulation issues, or other neurodevelopmental disorders. The structured interventions focus on improvement in social skills, emotional regulation, connection and relationship development, and anxiety reduction. Special considerations for implementing structured interventions and an intervention tracking sheet are also presented. This valuable tool is a must have for both professionals and parents working on skill development with these populations.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998 with total page 908 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Social Skills Through Sketch Comedy and Improv Games written by Shawn Amador and published by Jessica Kingsley Publishers. This book was released on 2018-02-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introducing a Social TheatreTM, this book provides guidance on how to deliver fun and transformative activities to develop social skills in teenagers and children. Drawing on ideas from Social Thinking®, CBT, mindfulness and assertiveness training this book develops games, skits and short plays which can be adapted to suit children and teenagers including those who are gifted, typical, and those with mild to moderate cognitive abilities. These activities will help participants become more assertive and flexible as well as improving confidence, focus and self-esteem. Social TheatreTM can be used in small groups, in class or throughout the school, as well as in group therapy sessions. It provides a new and inclusive way to teach social skills and collaborative learning and is especially useful for those with anxiety, ADHD and ASD.
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1998 with total page 1874 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Competence of Children with Attention Deficit Hyperactivity Disorder written by Kevin M. Antshel and published by . This book was released on 1999 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Development of Executive Skills Program Does on Chinese Children with Attention Deficit Hyperactivity Disorder ADHD Symptoms written by Yim-Chi Ho and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The effects of the development of executive skills program (DOES) on Chinese children with attention-deficit/hyperactivity disorder (ADHD) symptoms" by Yim-chi, Ho, 何艷芝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This waitlist-controlled study aimed to evaluate the effects of the "Development Of Executive Skills (DOES)" program (Education Bureau, HKSAR, 2010) on the executive functions of children with Attention-Deficit/Hyperactivity Disorder symptoms. Sixteen participants (15 boys, 1 girl), aged 7 to 8 years (M = 7.95, SD = 0.59), were recruited voluntarily from a local service center. Half of them, the DOES group, received the 7 weekly training sessions after the pre-tests; the other half, the Waitlist group, joined the same program after the post-tests. Their demographic characteristics, medical conditions and nonverbal intelligence were comparable. Cognitive measures and parent observations assessing their executive skills and social behavioral functions were taken before the study, after the training for the DOES group and that for the Waitlist group. No statistically significant intervention effect was found. Effect size analyses, however, suggested potential social benefits of the program. Recommendations on improving the program effectiveness were discussed. DOI: 10.5353/th_b5156676 Subjects: Executive ability in children Self-management (Psychology) for children Attention-deficit-disordered children
Download or read book Effects of the Superflex trademark Curriculum on the Social Cognition of Primary Students with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders written by Kaitlin Riemen Yadlosky and published by . This book was released on 2012 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with ASD and ADHD often require intervention in social and perspective-taking skills due to deficits in social cognition. Intervention must be provided in a small group setting, using explicit instruction, frequent opportunities for practice, and immediate teacher reinforcement. A large number of materials and intervention programs have been developed to target the social skills of students with disabilities. The Superflex Curriculum (SC) is an intervention program that uses pre-made lessons to teach children to identify social expectations, monitor their behaviors, and modify them as needed. This study analyzed what effects students and teachers feel the SC has on the social and perspective taking skills of students with ASD and ADHD. Teachers and students report the SC is an effective intervention program. Behavior observations and teacher reports reflect an overall improvement in students' social and perspective taking skills. Differences between behaviors and suggestions for future research are discussed.
