Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

scholarly journals Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance [Diferencias en mecanismos de interacción social en niños de altas capacidades en función de la aceptación social]

2019 ◽  
Vol 16 (1) ◽  
pp. 13
Author(s):  
Pablo Hernández-Lastiri ◽  
África Borges ◽  
María Cadenas
Keyword(s):  
Social Interaction ◽  
Social Relations ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Gifted Children ◽  
Social Responsiveness ◽  
Social Reciprocity ◽  
The Social ◽  
Natural Settings ◽  
Functional Mechanisms

AbstractEarly relationships with equals are considered a relevant factor in people’s development. In order to study social interaction, Santoyo (1996, 2006) proposes the functional mechanisms of social effectiveness, social responsiveness, and reciprocity. To analyze and compare these mechanisms in the participants of the Comprehensive Program for High Abilities (CPHA) with the purpose of detecting possible differences between the students who are better considered by their equals and those who have less social acceptance. The sample was selected by a sociogram, and the social interaction was measured with the Observational Protocol for Interactions within the Classroom-OPINTEC, v.5 (Cadenas & Borges, 2016, 2017; Cadenas, Borges, & Falcón, 2013). The participants show effectiveness and correspondence, but they don’t show social reciprocity. No differences were observed between the most valued ones and the most rejected ones. Observation represents and appropriate methodology for the studying of social relations in natural settings in combination with other procedures. ResumenLas relaciones tempranas con los iguales se consideran un factor relevante en el desarrollo de las personas. Para el estudio de la interacción social, Santoyo (1996, 2006) pro­pone los mecanismos funcionales de efectividad, corres­pondencia y reciprocidad social. Analizar y comparar los mecanismos que regulan la interacción social en alumnado participante del Programa Integral para Altas Capacidades (PIPAC) con el fin de detectar posibles diferencias entre aquellos mejor considerados por sus pares y los que pre­sentan una menor aceptación social. La muestra se selec­ciona mediante el sociograma y la interacción social se mide a través del instrumento de observación Protocolo de Observación de Interacción en el Aula-PINTA, v.5 (Cade­nas & Borges, 2016, 2017; Cadenas et al., 2013). Tanto los estudiantes focales más valorados como los más rechazados muestran patrones indicadores de pre­sencia de efectividad y correspondencia social, pero no re­ciprocidad social. No se observaron diferencias entre am­bos grupos. La observación representa una metodología adecuada para el estudio de relaciones sociales en ambien­tes naturales en combinación con otros procedimientos

scholarly journals Social Interaction in Young Children with Inflicted and Accidental Traumatic Brain Injury: Relations with Family Resources and Social Outcomes

2013 ◽  
Vol 19 (5) ◽  
pp. 497-507 ◽  
Author(s):  
Linda Ewing-Cobbs ◽  
Mary R. Prasad ◽  
Donna Mendez ◽  
Marcia A. Barnes ◽  
Paul Swank
Keyword(s):  
Traumatic Brain Injury ◽  
Social Interaction ◽  
Brain Injury ◽  
Young Children ◽  
Social Interactions ◽  
Social Engagement ◽  
Injury Severity ◽  
Social Outcomes ◽  
Social Responsiveness ◽  
Family Resources

AbstractCore social interaction behaviors were examined in young children 0–36 months of age who were hospitalized for accidental (n= 61) or inflicted (n= 64) traumatic brain injury (TBI) in comparison to typically developing children (n= 60). Responding to and initiating gaze and joint attention (JA) were evaluated during a semi-structured sequence of social interactions between the child and an examiner at 2 and 12 months after injury. The accidental TBI group established gaze less often and had an initial deficit initiating JA that resolved by the follow-up. Contrary to expectation, children with inflicted TBI did not have lower rates of social engagement than other groups. Responding to JA was more strongly related than initiating JA to measures of injury severity and to later cognitive and social outcomes. Compared to complicated-mild/moderate TBI, severe TBI in young children was associated with less responsiveness in social interactions and less favorable caregiver ratings of communication and social behavior. JA response, family resources, and group interacted to predict outcomes. Children with inflicted TBI who were less socially responsive and had lower levels of family resources had the least favorable outcomes. Low social responsiveness after TBI may be an early marker for later cognitive and adaptive behavior difficulties. (JINS, 2013,19, 1–11)

Comparative Study of the Social Interactions of Two Differently Designed Long-Term Care Facilities for Individuals With Acquired Brain Injury

2019 ◽  
Vol 13 (3) ◽  
pp. 84-98
Author(s):  
David Brodsky ◽  
Mardelle McCuskey Shepley
Keyword(s):  
Social Interaction ◽  
Brain Injury ◽  
Built Environment ◽  
Social Interactions ◽  
Long Term Care ◽  
Acquired Brain Injury ◽  
Behavioral Observation ◽  
Term Care ◽  
The Impact

Aim: This study focused on long-term care (LTC) settings for individuals with acquired brain injury (ABI). The goals were (1) to assess the impact of facility configuration on social interactions between residents and staff and (2) obtain a better understanding of staff and resident perceptions of the built environment. Background: A few studies have explored the relationship between the built environment and social interaction in LTC facilities, but there is little empirical data about ABI-specific LTC facilities. Methods: A literature review was conducted on the impact of the built environment on the LTC of brain injury survivors. Via a questionnaire, staff and residents in two settings, one with patient rooms off corridors and the other with patient rooms surrounding a common space, rated the effectiveness of the built environment in promoting social interaction. Behavioral observation was conducted on 18 residents for a duration of 4 hr per resident. Results: Via questionnaires, staff rated the corridor facility as more effective in promoting social interaction, but no significant differences were found between the assessments of the two resident populations. Contrary to staff questionnaire results, residents in the open configuration facility exhibited more social behaviors. Conclusions: Building configuration may impact social interaction between staff and residents in ABI-specific LTC facilities and potentially impact staff and resident quality of life. However, configuration cannot be viewed in a vacuum; residents’ physical and mental limitations, demographic information, and staff engagement must be also considered.

scholarly journals Social Interactions of Gifted Children in Heterogeneous Environment

2018 ◽  
Vol 10 (3) ◽  
pp. 20-36
Author(s):  
E.I. Donii
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Educational Environment ◽  
Gifted Children ◽  
Gifted Child ◽  
Social Effectiveness ◽  
The Social ◽  
Working Together ◽  
5Th Grade ◽  
Analysis Protocol

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.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Perancangan Buku Cerita Pop-Up Petualangan Lentera Kunang-Kunang

2016 ◽  
Vol 8 (1) ◽  
pp. 23-31
Author(s):  
Elizabeth Jessica Sentani
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Direct Observation ◽  
Observation Data ◽  
Literature Study ◽  
Child Psychologists ◽  
Paper Engineering

This research enables the design of a pop-up storybook about cooperating while learning and about social skills. This pop-up storybook is made to remind the importance of cooperation for children age 4-6. The research is made because of the decline in cooperation among children which is the result of lack of social interaction, development in technology, and parenting issues. The research covers data collected about children age 4-6, interviews with child psychologists, literature study, dan direct observation. Data results were then processed to build story, visual, and paper engineering techniques. Keywords: storybook, pop-up, social skills, cooperation, children

Digital Pollution and Its Impact on the Family and Social Interactions

2021 ◽  
pp. 0192513X2098555
Author(s):  
Shiv Ratan Agrawal
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Critical Dimensions ◽  
Digital Devices ◽  
The Family ◽  
Negative Effect ◽  
Potential Negative Effect ◽  
Human Attitude ◽  
Impact On Family ◽  
And Behavior

The present study was an attempt to identify the most prevailing means of digital devices and its impact as digital pollution on family and social interactions. Despite the obvious benefits of digital devices, in recent years researchers have taken more concern about its potential negative effect on human attitude and behavior, which in turn affects our society. A total of 613 usable responses were collected from Bangalore, India of excessive users of digital devices, such as a smartphone, computer/laptop, and television. All statistical analyses were performed using SPSS 23.0, AMOS 23.0, and SmartPLS 3.0. The results indicated that as the use of smartphone and computer/laptop increases, levels of digital pollution also increase, which in turn significantly triggers unfavorable impact on family and social interactions. The study indicated that digital pollution appears as an important predictor, which significantly affects social interaction unfavorably. The present study explored the various critical dimensions within this domain and delineated gaps in our knowledge of digital pollution. It was found that smartphones are more responsible for digital pollution among all the identified digital devices, followed by computer/laptop.

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

scholarly journals Working from Home During Covid-19: Doing and Managing Technology-enabled Social Interaction With Colleagues at a Distance

2021 ◽  
Author(s):  
Banita Lal ◽  
Yogesh K. Dwivedi ◽  
Markus Haag
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Digital Media ◽  
Social Life ◽  
Full Time ◽  
Work Lives ◽  
Work Related ◽  
Work From Home ◽  
Working From Home ◽  
Time Basis

AbstractWith the overnight growth in Working from Home (WFH) owing to the pandemic, organisations and their employees have had to adapt work-related processes and practices quickly with a huge reliance upon technology. Everyday activities such as social interactions with colleagues must therefore be reconsidered. Existing literature emphasises that social interactions, typically conducted in the traditional workplace, are a fundamental feature of social life and shape employees’ experience of work. This experience is completely removed for many employees due to the pandemic and, presently, there is a lack of knowledge on how individuals maintain social interactions with colleagues via technology when working from home. Given that a lack of social interaction can lead to social isolation and other negative repercussions, this study aims to contribute to the existing body of literature on remote working by highlighting employees’ experiences and practices around social interaction with colleagues. This study takes an interpretivist and qualitative approach utilising the diary-keeping technique to collect data from twenty-nine individuals who had started to work from home on a full-time basis as a result of the pandemic. The study explores how participants conduct social interactions using different technology platforms and how such interactions are embedded in their working lives. The findings highlight the difficulty in maintaining social interactions via technology such as the absence of cues and emotional intelligence, as well as highlighting numerous other factors such as job uncertainty, increased workloads and heavy usage of technology that affect their work lives. The study also highlights that despite the negative experiences relating to working from home, some participants are apprehensive about returning to work in the traditional office place where social interactions may actually be perceived as a distraction. The main contribution of our study is to highlight that a variety of perceptions and feelings of how work has changed via an increased use of digital media while working from home exists and that organisations need to be aware of these differences so that they can be managed in a contextualised manner, thus increasing both the efficiency and effectiveness of working from home.

EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

2000 ◽  
Vol 5 (3) ◽  
pp. 139-141
Author(s):  
Sally Beveridge ◽  
Sue Pearson
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Special Needs ◽  
Social Dimension ◽  
Common Theme ◽  
Special Educational Needs ◽  
Physical Proximity ◽  
Special Needs Education ◽  
The Social ◽  
Positive Social Interaction

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

Sign in / Sign up

Export Citation Format

Share Document