Download or read book The Extent to which Inference making Ability Predicts Social Competence in Children with Varying Symptoms of ADHD written by Madeleine E. Schwartz and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with attention-deficit/hyperactivity disorder (ADHD) often experience higher rates of social difficulties than their typically-developing peers. Because interventions for social difficulties are generally ineffective, research must examine new malleable targets for intervention. The ability to make social inferences is one such target. This study used Social Information Processing theory as a foundation .
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 Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Language Problems and ADHD Behaviors written by Marissa Dennis and published by . This book was released on 2021 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the unique and interactive effects of preschoolers' receptive language ability and ADHD behavior levels on social-emotional, physical, language, cognitive, literacy, and mathematics school readiness, over and above the effects of socioeconomic status (SES). At the start of the preschool year, 49 predominantly low-SES preschool children completed a receptive language task and teachers rated their ADHD behavior levels. School readiness data were collected approximately three months after the start of the school year. First, hierarchical regression analyses indicated that, after controlling for covariates and the non-focal predictor (i.e., ADHD behaviors or receptive language ability), higher levels of receptive language ability were significantly associated with higher cognitive and mathematics school readiness. Higher levels of ADHD behaviors were significantly associated with lower social-emotional, physical, cognitive, and literacy school readiness. The interaction between receptive language ability and ADHD behaviors predicted social-emotional school readiness such that at higher, but not lower, levels of ADHD behaviors, lower receptive language ability was associated with lower social-emotional school readiness. Results highlight that, when considered together in the same models, children's receptive language ability and ADHD behaviors vary in the extent to which they uniquely predict school readiness. Further, we show preliminary evidence for ADHD behaviors as a risk factor when considering the association between receptive language deficits and social-emotional school readiness. Implications for early education and clinical practice are discussed.
Download or read book Research in Clinical Pragmatics written by Louise Cummings and published by Springer. This book was released on 2017-01-05 with total page 657 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first volume to present individual chapters on the full range of developmental and acquired pragmatic disorders in children and adults. In chapters that are accessible to students and researchers as well as clinicians, this volume introduces the reader to the different types of pragmatic disorders found in clinical populations as diverse as autism spectrum disorder, traumatic brain injury and right hemisphere language disorder. The volume also moves beyond these well-established populations to include conditions such as congenital visual impairment and non-Alzheimer dementias, in which there are also pragmatic impairments. Through the use of conversational and linguistic data, the reader can see how pragmatic disorders impact on the communication skills of the clients who have them. The assessment and treatment of pragmatic disorders are examined, and chapters also address recent developments in the neuroanatomical and cognitive bases of these disorders.
Download or read book An Investigation of Variables which Predict Social Skills Functioning in Children with Attention deficit Hyperactivity Disorder written by Kelly Lynn Raymond and published by . This book was released on 1990 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Competence of Children with ADHD written by Mindy K. Reed and published by . This book was released on 2005 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Prediction of Social Competence and Social Integration in Children with Or At Risk for Intellectual Disability written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in the field of intellectual disability (ID) has long recognized that social skills and, in turn, social acceptance, are key areas of difficulty for children with ID. However, little work has been done to examine the factors that may contribute to the development of these difficulties. This study examined early childhood parent-child interactions, as well as early characteristics of both the parent and the child, in order to identify the factors that may be relevant to the later development of social competence and social integration. The study found that the social competence of school-aged children with ID affects the extent to which they are integrated within the social and academic domains. Furthermore, school-age social competence was affected by child and parent functioning in toddlerhood. The findings have important implications for intervention, as mentally healthy, well-supported parents may pose a protective factor for at-risk children. Future studies will need to further examine the role of parent-child interactions in child development.
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 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 Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD ADHD and Comorbid ASD and ADHD written by Shannon Ludeman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children ages 6-12 with Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) often demonstrate similar challenges in in social skills and externalizing behavior (e.g., Leitner, 2014; May et al., 2018). Although distinct evidence-based intervention strategies for improving social skills and externalizing behavior have been shown to have positive effects for children with ASD (e.g., Wong et al., 2015) as well as children with ADHD (e.g., Fabiano et al., 2014), less is known about how a single evidence-based intervention might differentially affect children with ASD, ADHD, or both (Davis & Kollins, 2012).This study examined behavioral trajectories of children with ASD (n = 39), ADHD (n = 50), or both (n = 28) who participated in Apex Summer Camp prior to the COVID-19 pandemic. Apex is an intensive behavioral intervention modeled after the Summer Treatment Program (Pelham et al., 2012). Hierarchical linear modeling was used to model growth in prosocial and externalizing behaviors during camp, and to test whether diagnosis and pre-camp parent-reported child behavior ratings (i.e., Social Responsiveness Scale and Child Behavior Checklist) predicted growth. Results showed that all children, on average, had significant increases in most prosocial behaviors, but no overall changes in most externalizing behaviors. More importantly, campers with ASD and comorbid ASD and ADHD were rarely different from their counterparts with ADHD alone, though comorbid diagnosis was more often associated with less desirable outcomes. Last, parent pre-intervention behavior ratings were largely not predictive of positive behavior growth but predicted the intercept of some externalizing behaviors. Implications for clinical and school-based practice are discussed.
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 Executive Function Social Emotional Learning and Social Competence in Autism Spectrum Disorder written by Nathalie Catherine Marie Berard and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of ADHD on Children s Ability to Make Predictions written by Emily Meagher and published by . This book was released on 1996 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Functional Model for Emotional Information Processing written by Mourad Ali Eissa Saad and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students with ADHD have emotional dysregulation which is increasingly recognized as a core feature of attention-deficit/hyperactivity disorder (ADHD). Functional Model for Emotional Information Processing is supposed to be a useful tool to be used when observing, explaining, and predicting a human being while responding to emotional scenarios. It is a promising model to support social competence of students with ADHD. While research on this model is still in its infancy, it borrowed much of its theoretical base from both Crick and Dodge,Äôs SIP model and Mayer and Salovey,Äôs ability EI. It is a useful to improve social competence of children with ADHD.
