Infants at risk of autism and developmental disorders: Establishing early social skills.

2017 ◽  
Vol 22 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Hayley Neimy ◽  
Martha Pelaez ◽  
Jacqueline Carrow ◽  
Katerina Monlux ◽  
Jonathan Tarbox
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Developmental Disorders

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

Social Skills Interventions for Young At-Risk Students: A 2-Year Follow-Up Study

2000 ◽  
Vol 25 (4) ◽  
pp. 310-324 ◽  
Author(s):  
Debra M. Kamps ◽  
Melody Tankersley ◽  
Cynthia Ellis
Keyword(s):  
At Risk ◽  
Social Skills ◽  
At Risk Students ◽  
Social Skills Interventions ◽  
Follow Up Study

Outcomes of Play-Based Home Support for Children with Autism Spectrum Disorder

2014 ◽  
Vol 42 (1) ◽  
pp. 65S-80S
Author(s):  
Oktay Taymaz Sari
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Developmental Disorders ◽  
Early Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Education ◽  
Autism Symptoms ◽  
Home Support

Play-based home support is an important early education option that leads to positive changes in the development of children who are either at risk of, or have been diagnosed with, developmental disorders. In this case study I analyzed the second year of an education program, based on play-based home support and family education offered to a 4-year-old boy with autism spectrum disorder. I found that: (a) the child demonstrated progress in skills covered by the individualized education, (b) there was a consequential decrease in intensity of autism symptoms, (c) there was evidence of development of the child's attention during playtime, and (d) the child's communication and speech skills showed improvement. The implications of this case study are further discussed in relation to natural learning settings, family cooperation, and early education for children at risk of developmental disorders.

scholarly journals Can Mother's Depression Affect Infant's Development?

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Narges Mohamadi Parsa ◽  
Abbas Mohamadi ◽  
Fatemeh Einabadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Developmental Disorders ◽  
P Value ◽  
Socioeconomic Level ◽  
Gross Motor ◽  
Problem Solving Skills ◽  
Mother’S Age ◽  
Developmental Domains ◽  
One Year

Background: The mental state of the mother is one of the factors influencing the development of infants. Besides, the quality of the child's relationship with her/his parent is very important in childhood development. Objectives: This study aimed at investigating the relationship between the mother's depression and developmental disorders in infants. Methods: This cross-sectional study utilized a sample size of 311 subjects. The study population included all infants and their mothers who were referred to health centers of the city of Hamadan, Iran, to receive the usual one-year care. Mothers’ depression was assessed with the second edition of the Beck Depression Inventory, and children’s developmental disabilities were assessed with one-year Ages and Stages Questionnaire. Results: The mean age of mothers in this study was 29.7 ± 5.6. The prevalence of developmental disorders in infants was 3.5%. This study showed that mothers' depression had no significant relationship with any of the developmental domains in infants. None of the developmental domains in infants were related to the mother's occupation and education. However, the gross motor skills (P-value: 0.007) and problem-solving skills (P-value: 0.031) were significantly related to the socioeconomic level, and communication (P-value: 0.034), and personal-social skills (P-value: 0.026) of the infant were directly related to the mother's age. Conclusions: Mother's depression is not related to the infant's developmental disorders. There is a relationship between the socioeconomic level of the family and gross motor and problem-solving skills of the infant. The mother’s age is directly related to communication and personal-social skills of the infant.

The Development of Disruptive Behavioral Disorders and Correlated Constraints: Implications for Intervention

2001 ◽  
Vol 26 (2) ◽  
pp. 117-130 ◽  
Author(s):  
Thomas W. Farmer ◽  
Mary Magee Quinn ◽  
William Hussey ◽  
Thomas Holahan
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Service Delivery ◽  
Behavioral Disorders ◽  
Social Skills Interventions ◽  
Systems Perspective ◽  
Multiple Factors ◽  
Behavior Development ◽  
Prevention And Treatment ◽  
Working Together

A systems perspective of the development of disruptive behavioral disorders is presented and discussed with an emphasis on correlated constraints. The concept of correlated constraints suggests that behavior development involves the interconnected contributions of multiple factors working together as a system. Implications of this perspective are considered in relation to prevention and treatment, social skills interventions, and service delivery for youths with and at risk of developing emotional or behavioral disorders.

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