Verbal Behaviors of Preschool Stutterers and Conversational Partners

1990 ◽  
Vol 55 (4) ◽  
pp. 706-712 ◽  
Author(s):  
Susan C. Meyers
Keyword(s):  
Preschool Children ◽  
Positive Interactions ◽  
Verbal Behaviors ◽  
Social Communicative ◽  
Counseling Practices ◽  
Peer Partners

Standard counseling practices with the families of young stutterers include recommendations that listeners' negative verbal behaviors be modified in order to reduce the likelihood of stuttering. This study tested the hypothesis that stuttering and normal disfluencies in preschool stutterers are related to selected verbal behaviors in conversational partners. Twelve 2- to 6-year-old stutterers were video recorded while playing with their mother, father, and a familiar peer. The resulting videotapes were transcribed and two types of social communicative analyses (total number of words and utterances, verbal intent of the speaker) were undertaken. Results suggested that fathers used more words and utterances than mothers and peers. Parents provided more positive interactions with their stutterer offspring than did peers. Parents also asked significantly more negative and routine questions when talking to their stuttering child. Peer playmates were significantly more negative and generally commented more frequently when interacting with stutterers than did the parents. Stutterers were involved in significantly more positive interactions with their fathers. The frequency of fluency failures did not differ significantly when stutterers communicated with their mother, father, or peer partners. Implications regarding verbal styles of partners in relationship to the stuttering of preschool children are discussed.

Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

2016 ◽  
Vol 15 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Elena Papadopoulou ◽  
Athanasios Gregoriadis
Keyword(s):  
Preschool Children ◽  
School Engagement ◽  
Positive Interactions ◽  
Northern Greece ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Child Relationship ◽  
Ethnicity Differences

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

scholarly journals Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education

2019 ◽  
Vol 10 (1) ◽  
pp. 133-145 ◽  
Author(s):  
Giedrė Slušnienė
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Family Environment ◽  
Positive Emotions ◽  
Family Education ◽  
Positive Interactions ◽  
Sustainable Education ◽  
The Family ◽  
Human Orientation ◽  
The Individual

Abstract This article deals with systematization of the categories of emotional intelligence, emotional potential and a relationship between emotions and feelings, and emphasizes the importance of a sustainably developed personality in the context of sustainable education (Jovaiša, 2007, 2011). The inward consistency is perceived as an internal human orientation, showing itself in positive relationship with the exterior world and the individual (Pileckaitė-Markovienė, 2002). A person with a strong sense of internal consistency has a stronger motivation and appears to be more resistant to stress. Educating children to become emotionally sustainable individuals, means helping them to solve their emotional issues, in order to learn important behaviour strategies and to experience positive interactions with their environment. Children who receive emotional education remain more composed and stable in critical situations. They are able to deal with their feelings, even the negative ones, more easily. Such children are less vulnerable to various illnesses and diseases; they experience less anger and aggression. This article analyzes a system of means and methods for development of intelligence in childhood in the context of sustainable education. It also presents and analyzes the results of recently accomplished research. The aim of the research is to evaluate possibilities and opportunities for development of emotional intelligence in pre-school education institutions and family environment. The article analyses the system of means and measures that aim to develop emotional sustainability in young, preschool children, as it presents and analyses results of the conducted research. The purpose of this research is to assess the emotional potential in children, and the possibilities of educating for emotional sustainability at preschool institutions and within the family environment. The research has targeted preschool pedagogues and parents, who are raising preschool children. The results have shown that respondents do perceive the existence of difference between concepts of emotions and feelings. Childrenís emotions are constantly changing, i.e., they equally display both negative and positive emotions, and, as a result, these emotions may have a fortifying or weakening effect on childrenís emotional sustainability. Emotional intelligence is one of components of inward consistency, and its development in sustainable education is a long, consecutive and continuous activity. Accordingly, the respondents attempt to improve every day and in every possible way. Development of emotional intelligence is a long and consistent work that needs to be practised daily through a variety of activities. In contrast to parents, pedagogues tend to believe that children are the best at assessing and understanding the feelings of other people. The respondents agree that the greatest effect on a childís emotional sustainability comes from family, education and environment. Respondents agree that family, upbringing and environment make the supreme impact on intelligence.

Expressivity in children with autism and Williams syndrome

2020 ◽  
Vol 6 (4) ◽  
pp. 277-288
Author(s):  
Philip To Lai
Keyword(s):  
Facial Expressions ◽  
Social Communication ◽  
Eye Gaze ◽  
School Age Children ◽  
School Age ◽  
Content Type ◽  
Communicative Development ◽  
The Social ◽  
Verbal Behaviors ◽  
Social Communicative

Purpose The purpose of this study is to investigate the social and affective aspects of communication in school-age children with HFA and school-age children with WS using a micro-analytic approach. Social communication is important for success at home, school, work and in the community. Lacking the ability to effectively process and convey information can lead to deficits in social communication. Individuals with high functioning autism (HFA) and individuals with Williams syndrome (WS) often have significant impairments in social communication that impact their relationships with others. Currently, little is known about how school-age children use and integrate verbal and non-verbal behaviors in the context of a social interaction. Design/methodology/approach A micro-analytic coding scheme was devised to reveal which channels children use to convey information. Language, eye gaze behaviors and facial expressions of the child were coded during this dyadic social interaction. These behaviors were coded throughout the entire interview, as well as when the child was the speaker and when the child was the listener. Findings Language results continue to pose problems for the HFA and WS groups compared to their typically developing (TD) peers. For non-verbal communicative behaviors, a qualitative difference in the use of eye gaze was found between the HFA and WS groups. For facial expression, the WS and TD groups produced more facial expressions than the HFA group. Research limitations/implications No differences were observed in the HFA group when playing different roles in a conversation, suggesting they are not as sensitive to the social rules of a conversation as their peers. Insights from this study add knowledge toward understanding social-communicative development in school-age children. Originality/value In this study, two non-verbal behaviors will be assessed in multiple contexts: the entire biographical interview, when the child is the speaker and when the child is the listener. These social and expressive measures give an indication of how expressive school-age children are and provide information on their attention, affective state and communication skills when conversing with an adult. Insights from this study will add knowledge toward understanding social-communicative development in school-age children.

Reliability and Validity of Peabody Picture Vocabulary Test Scores of Disadvantaged Preschool Children

1971 ◽  
Vol 28 (3) ◽  
pp. 755-760 ◽  
Author(s):  
Joan Costello ◽  
Faizunisa Ali
Keyword(s):  
Preschool Children ◽  
Test Scores ◽  
Reliability And Validity ◽  
Psychological Tests ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Assessment Program ◽  
First Approximation ◽  
Verbal Behaviors

Test-retest correlations over a 2-wk. period for 36 black preschoolers was 0.77 for the standard Peabody test; values of 0.87 and 0.80 were obtained for a modified format with similar samples. Quite modest validity was suggested by correlations of the standard Peabody test with 2 other psychological tests assessing intellectual behaviors and with teachers' ratings of several classroom verbal behaviors. While Form A of the Peabody could be used as a first approximation in a continuing assessment program, scores cannot be considered alone for either intellectual or language evaluation.

scholarly journals Transition Plan for ASD children from preschool to kindergarten.

2020 ◽  
Author(s):  
Anil Kumar Bheemaiah
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Cautionary Note ◽  
Transition Strategy ◽  
Transition Plan ◽  
Social Communicative ◽  
Quantitative Assessments

A systematic survey of quantitative assessments of preschool children with autism spectrum is presented as representing their identity as an independent culture with a right to live in the mainstream world, accepted as they are. This calls for an assessment of social, communicative and locomotion motor skills and the minimal comprehension and cognitive skills needed to habitat this world with the minimal accommodations.Stakeholders in a transition and the mainstream IEP are identified with a cautionary note on the inadequacies of a curricular approach in IEP, in lieu of alternative schooling.Holistic approaches from the Himalayan viewpoint, and other viewpoints of informal Catholic, Islamic, Judaist, Buddhist, Vedic and other major theologies are presented for alternative schooling as a transition strategy.

Increasing Early Social-Communicative Skills of Preverbal Preschool Children with Autism through Social Interactive Training

2000 ◽  
Vol 25 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Bogseon Hwang ◽  
Carolyn Hughes
Keyword(s):  
Preschool Children ◽  
Joint Attention ◽  
Eye Contact ◽  
Children With Autism ◽  
Child Behaviors ◽  
Communicative Skills ◽  
Naturally Occurring ◽  
Motor Imitation ◽  
Interactive Training ◽  
Social Communicative

We evaluated the effects of a social interactive training program on early social-communicative skills (i.e., eye contact, joint attention, motor imitation) of three preverbal preschool children with autism. Training was conducted in the children's classroom during naturally occurring daily activities. Findings indicated that implementation of social interactive training components (i.e., contingent imitation, use of naturally occurring reinforcement, expectant look, environmental arrangement) was associated with increases in target behaviors across participants. In addition, generalization of eye contact and motor imitation behavior were found across an additional setting and different interactive partners, although joint attention rarely generalized. Social validation measures provided by 30 raters indicated that perceived positive changes in performance had occurred in child behaviors and that training procedures were considered acceptable. Results are discussed in terms of implications for research and practice.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

Communication/Interaction Development at Mealtimes for the Multiply Handicapped Child

1981 ◽  
Vol 12 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Suzanne Evans Morris
Keyword(s):  
Handicapped Child ◽  
Positive Interactions ◽  
Speech Language Pathologist ◽  
Specific Program ◽  
Communication Interaction

The mealtime setting can be creatively used by the speech-language pathologist to increase the positive interactions between the child and caregiver and to establish the basic prerequisites for the development of communication. Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described.

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