Download or read book Social Skills and Problem Behaviors in Preschool Children with ADHD Examining the Relationship Between Rating Scales and Direct Observations in Home and School written by Laura E. Rutherford and published by . This book was released on 2009 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Best practice assessment of social skills and problem behavior calls for a multi-method approach including direct observations and rating scales completed by parents and teachers. It is unclear, however, whether these two approaches provide distinct and unique information. This investigation examined the relationship between direct observations and rating scales of social skills and problem behavior in preschool age children with ADHD in both the home and school setting to determine their consistency. A large sample of preschool children with clinically significant symptoms of ADHD participated in the study. Results indicated that aggressive behavior and solitary play in the classroom and compliance and disruptive behavior at home showed small associations with social skills and behavior problems as rated by parents and teachers, respectively. Only social skills as rated by parents were predicted by observations of preschool children in the home. Findings from this study, combined with results from extant literature, suggest that best practice assessment would require that both rating scales from parents and teachers and observations be used in the assessment of social skills and problem behaviors in preschoolers with ADHD.
Download or read book Social Skills and Problem Behaviours in Preschool Children with ADHD written by Laura E. Rutherford and published by . This book was released on 2009 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Behavioral Social and Emotional Assessment of Children and Adolescents written by Sara Whitcomb and published by Routledge. This book was released on 2003-01-30 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: Behavioral, Social, and Emotional Assessment of Children and Adolescents, Second Edition was written to provide a comprehensive foundation for conducting clinical assessment of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is divided into two major sections. Part I includes eight chapters that provide a general foundation for assessment practice. These chapters include coverage of basic professional and ethical issues, classification and diagnostic problems, and six primary assessment methods, which are presented in detail. Part II includes six chapters on applications for assessing specific social-emotional behavior domains, including internalizing and externalizing problems, social skills and peer relations, young children, and diverse cultural groups. Together, these two sections provide a framework for a model of assessment that is practical, flexible, sensitive to specific needs, and empirically sound. Changes in the second edition of this book include: increased coverage of the practice of functional behavior assessment; updated test reviews; reviews of new assessment instruments; updated information on legal and ethical issues; updated information on assessment and cultural diversity; and a handy appendix with contact information for all publishers of instruments discussed in the book, including Web site addresses. To the greatest extent possible, this book weaves together the most recent research evidence and common application issues. It is specifically relevant to practitioners and researchers in the fields of school psychology and child clinical psychology, but will also be of interest to those in related disciplines, such as counseling, social work, child psychiatry, and special education.
Download or read book Effectiveness of a Home school Note Procedure for Increasing Appropriate Classroom Behaviors Exhibited by Children Diagnosed with Attention Deficit Hyperactivity Disorder written by Elizabeth S. Kraemer and published by . This book was released on 1994 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Positive Behavior Social Skills and Self Esteem written by Esta M. Rapoport and published by Rowman & Littlefield. This book was released on 2019-09-17 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essence of a preschool child with ADHD’s behavior and its impact on himself and others is explained. Interventions are presented, so that parents will manage their child’s behavior in a way to improve his self-esteem. Methods are incorporated to help children manage transitions and life changes, as well as how to prevent him from being bullied.
Download or read book Predictability of ADHD Behavioral Symptoms A Follow Up Examination in At Risk Preschool Children written by Tulani M. Tiah and published by . This book was released on 2013 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with emotional behavioral problems, particularly those with Attention Deficit Hyperactivity Disorder (ADHD), experience a variety of difficulties in the areas of academic achievement and educational outcomes. As early as preschool, difficulties in the attainment of pre-academic skills and appropriate behavioral control are evident. The purpose of the present study was to identify whether there is a point in time at which academic achievement measures and ADHD symptoms become significantly correlated in a sample of preschool children identified as at-risk for ADHD who also received intervention. Correlation and hierarchical multiple regression analyses across three time points found parent ratings of social skills and direct observation variables were moderately correlated with measures of early reading and readiness skills. In addition, these variables best predicted performance on measures of early reading and readiness skills. Support for the hypotheses that differences would be found in the strength of the relationships between the variables as time increased and ADHD symptom variables would account for the greatest amount of variance in the prediction of academic achievement variables was not found.
Download or read book Social Skill Impairments in Elementary School Children with ADHD and Depression written by Nicole M. Centrella and published by . This book was released on 2014 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders, affecting 3-7% of children worldwide (American Psychiatric Association, 2013; Graziano, Geffken, & McNamara, 2011; Spencer, Biederman, & Mick, 2007). Numerous studies have examined factors related to comorbidity of depression and ADHD, as well as social skills deficits in children with ADHD, research that examines the social skill deficits in elementary school children with both ADHD and depression is lacking. The purpose of this study is to determine whether elementary school children with comorbid diagnoses of ADHD and depression differ from children with only an ADHD diagnosis in terms of social skill impairment. In the parent study, the Social Skills Rating System (SSRS); the Child Depression Inventory (CDI); the Achenbach System of Empirically Based Assessment (ASEBA)'s Child Behavior Checklist (CBCL) and Teacher Report Form (TRF); the Children's Global Assessment Scale (CGAS); the Columbia Impairment Scale (CIS); the Parent Child Relationship Questionnaire (PCRQ); and the Disruptive Behavior Stress Inventory (DBSI) were completed in addition to a standard ADHD battery which includes IQ and achievement tests as well as ADHD checklists. In the current study, CBCL, TRF, and SSRS scores from the 102 participants were compared across the two diagnostic groups to determine whether the groups differ on one or more behaviors including social skills, problem behaviors, social competence, externalizing and internalizing behaviors. Results of a one-way MANCOVA showed significant group differences between individuals with ADHD and those with ADHD and Depression on the CBCL Externalizing Problems Scale, showing that parents report higher externalizing behaviors than teachers. Significant group differences were also found between parents and teachers on the CBCL and TRF Internalizing Problems and Social Problems Scales, with parents reporting more problems than teachers. Understanding deficits in social skills for children with Attention Deficit Hyperactivity Disorder and depression can help psychologists develop better interventions for home and school that can help these individuals. It is also important to understand how a comorbid diagnosis of depression can affect a child's presentation of social skills as well as his or her perception of self-worth.
Download or read book Predicting Social Skills and Adaptability in Preschoolers with Behavior Problems written by Nastassja Marshall and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Social skills and adaptability have been associated with a host of positive child outcomes. However, previous research has rarely examined the extent to which child symptomatology and family environment are associated with social skills and adaptability in children. Furthermore, no studies have looked at these associations longitudinally in preschool children with behavior problems, for whom social functioning may be especially important. The current study examined the relationship of five predictors (child oppositional defiant disorder (ODD), child attention-deficit hyperactivity disorder (ADHD), marital conflict strategies, parental depression, and parental warmth) with social skills and adaptability measured in preschoolers with behavior problems at age 3. The relationship was assessed concurrently, as it changed over time (controlling for initial starting point), and at age 6. One hundred sixty three children, mainly of European American and Puerto-Rican descent, were included. At age 3, ADHD, ODD, and maternal depression were associated with fewer social skills and lower adaptability. Paternal warmth and maternal positive conflict strategies were associated with higher social skills. Greater paternal positive conflict strategies were associated with greater improvement in social skills and adaptability from age 3 to 6. Paternal depression and paternal negative conflict strategies were associated with less improvement in adaptability. Paternal warmth was associated with greater improvement in social skills. At age 6, greater paternal positive conflict strategies were associated with higher social skills and adaptability. Maternal depression, paternal depression, and ODD were associated with lower social skills and adaptability. ADHD was associated with lower social skills and maternal negative conflict strategies were associated with lower adaptability. The findings shed light on how maternal factors, paternal factors, and child factors are related to the development of social skills and adaptability.
Download or read book ADHD Behaviors and Social Functioning in Preschool Children written by Allison M. Krasner and published by . This book was released on 2021 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the moderating roles of inhibitory control and emotion recognition on the association between preschoolers' ADHD behaviors and social functioning outcomes. Fifty-six preschoolers were recruited from Head Start-affiliated classrooms. Teacher-rated ADHD behaviors and objective measures of children's inhibitory control and emotion recognition were assessed at the beginning of the school year. Teacher ratings of social functioning outcomes were obtained approximately three months after the start of school. Hierarchical regressions examined the unique and interactive effects of ADHD behaviors and each focal moderator (i.e., inhibitory control or emotion recognition) on preschoolers' social functioning outcomes (i.e., oppositional behaviors, peer behavior problems, and social-emotional school readiness). When inhibitory control was the focal moderator, ADHD behaviors were positively associated with peer behavior problems and negatively associated with social-emotional school readiness. Inhibitory control uniquely predicted oppositional behavior problems, but this negative association was qualified by a marginal interaction such that at higher, but not lower, levels of inhibitory control, lower levels of ADHD behaviors were linked with lower oppositional behaviors. When emotion recognition was the focal predictor, the interaction between ADHD behaviors and emotion recognition predicted oppositional and peer behavior problems and marginally predicted social-emotional school readiness such that higher levels of emotion recognition appear to buffer the negative association between ADHD behaviors and adaptive social functioning. Preliminary considerations for interventions aimed at promoting preschoolers' social functioning are discussed.
Download or read book Associations Between Preschool ADHD Symptom Levels and Social Functioning written by Allison Krasner and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the current study was to investigate whether three aspects of executive functioning (EF, i.e., inhibitory control, working memory, and cognitive flexibility) may help to explain the negative association between preschoolers' ADHD symptom levels and adaptive social functioning. Participants included a community-based sample of eighty-two preschoolers (54.9% male; Mage = 3.89, SDage = .77) and their parents/guardians. As part of a larger study visit, children completed performance-based EF tasks and an assessment of their knowledge of socially competent responses. Parents/guardians rated their child's ADHD symptom levels, EF problems, and prosocial behavior. After considering issues of power and a lack of associations between several EF and social functioning variables, four models were ultimately included in the study's primary analyses: one multiple mediator model examining the overall and specific indirect effects of ADHD symptom levels on prosocial behavior through parent ratings of EF problems, and three simple mediation models examining the specific indirect effects of ADHD symptom levels on prosocial behavior through each parent-rated EF indicator. In the context of the multiple mediation model, there was a significant total indirect effect through the set of EF indicators and a marginal specific indirect effect through cognitive flexibility problems. Further, the negative association between ADHD symptom levels and prosocial behavior was no longer significant. Simple mediation models examining each parent-rated EF indicator revealed a significant indirect effect of ADHD symptom levels on prosocial behavior through cognitive flexibility problems and marginal specific indirect effects through inhibitory control and working memory problems. Findings suggest that preschoolers' EF, particularly cognitive flexibility, may help to explain the negative association between preschool ADHD symptom levels and prosocial behavior. However, inconsistent associations between ADHD symptom levels, EF indicators, and social functioning indicators highlight the need for further research. Implications for early childhood interventions aimed at promoting EF are discussed, including their potential for promoting adaptive social functioning among young children with elevated ADHD symptoms.
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 The Relationship Between Observations and Ratings of Children s Social Behavior written by Caroline N. Racine and published by . This book was released on 1994 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ADHD and Social Skills written by Esta M. Rapoport and published by R&L Education. This book was released on 2009-09-16 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with attention-deficit/hyperactivity disorder (ADHD) leave for school in the morning with a smile and a backpack, ready to make friends. They often return from school after having been bullied. Children with ADHD appear vulnerable to their peers, because they misinterpret social cues and behave in a socially inappropriate manner. These children have few if any friends. This book explains the difficulties that children with ADHD endure to those individuals who do not understand the complexities of these children's problems. Difficulties with attention, organization and social interaction are listed, defined, and described. Teachers and personnel who work with these children in school and parents who work with their children at home are offered innovative techniques for improving these children's behavior, in a way that everyone can understand and implement. Real-life experiences of average people living with children with ADHD are included, so that parents can feel less alone in their experiences.
Download or read book Reader s Digest great illustrated dictionary written by and published by . This book was released on 1984 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Skills Intervention Efficacy Child Factors that Predict the Success of Intervention with Preschool age Children At risk for ADHD written by Katharine Reilly and published by . This book was released on 2013 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigated the predictors of treatment efficacy of an early intervention for young children at-risk for diagnosis of ADHD. Initial analyses of these data investigated differences in growth over time between those children who received a multi-setting, multi-component intervention and those whose parents participated in a general parent education program, revealing that both groups exhibited equivalent improvements over the first year of a two-year intervention and one-year post-intervention follow-up. Due to the counterintuitive nature of these findings, further investigation exploring individual predictors of treatment efficacy was conducted. Analysis of both observational measures and informant reports following the full two-year intervention and one-year post-intervention follow-up also failed to demonstrate treatment group effects, with both the multi-setting, multi-component intervention and parent education groups exhibiting significant rates of improvement on all dependent measures. Similarly, the majority of analyses investigating individual factors that could influence intervention efficacy, such as comorbid Oppositional Defiant Disorder (ODD), observation of aggression at baseline, and age at enrollment, revealed significant improvements over time but no group differences. Two models demonstrated both group differences at baseline and in growth rate: comparison between preschoolers with and without comorbid ODD on parent ratings of social skills, and comparison between preschoolers who did and did not exhibit aggression at baseline on subsequent levels of aggression. Overall, despite the failure to discover group differences, the slopes for those models that reached significance were in the direction of improvement: decreases in observed antisocial behavior and increases in informant ratings of social skills.
Download or read book Use of the Attention Deficit hyperactivity Disorder Symptoms Rating Scale with Preschool Children written by Penny LaDee Phillips and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention deficit/hyperactivity disorder (ADHD) is a common disorder among children and is usually diagnosed during the school years, although symptoms must be present before age 7. As more children enter into preschool programs, there is great opportunity for early identification and treatment of behaviors related to ADHD. The earlier children with symptoms of ADHD are treated, the better their chances of having successful school experiences. Unfortunately, diagnosing ADHD during early childhood is difficult, in part because there is a lack of adequate assessment instruments designed for this age group. The instruments that are available generally do not focus specifically on ADHD symptomology. The ADHD-SRS, a rating scale specifically developed for ADHD assessment, was designed for school-age (K-12) children. The present research study investigated the psychometric properties of the ADHD-SRS with a preschool-aged sample. The participants were 414 preschool children who were rated by their teachers and/or parents using the ADHD-SRS. The results shed some light on normative levels of ADHD behaviors in preschool children. It was found that the ADHD-SRS has good psychometric characteristics (e.g., internal consistency, convergent/divergent validity) for this population. Teacher and parent concordance was moderate (.31), consistent with other research findings. Limitations, clinical implications, and directions for future research are addressed.
Download or read book Social Skills and Problem Behaviors as Mediators of the Relationship Between Behavioral Self Regulation and Academic Achievement written by Janelle J. Montroy and published by . This book was released on 2014 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social func- tioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interac- tions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others.
