I Should Do as I Say, Not as I Do

2020 ◽  
pp. 166-176
Author(s):  
Irina Castellanos ◽  
David B. Pisoni ◽  
William G. Kronenberger
Keyword(s):  
Behavioral Problems ◽  
Psychosocial Functioning ◽  
Self Regulation ◽  
Behavioral Outcomes ◽  
Emotional Responses ◽  
Psychosocial Outcomes ◽  
Social Deficits ◽  
Social Emotional ◽  
Cascading Effects ◽  
Spoken Language Skills

Research on outcomes following cochlear implantation has focused primarily on auditory and proximal spoken-language skills. More recently, however, evidence has emerged demonstrating that the effects of early auditory deprivation and language delays associated with deafness can have distal, cascading effects on neurocognitive and psychosocial outcomes. The few studies on psychosocial outcomes suggest that prelingually deaf cochlear implant (CI) users display highly variable outcomes, with some children demonstrating excellent adjustment and others struggling with emotional-behavioral problems and/or social deficits or delays. In this chapter, we describe how underlying neurocognitive processes, such as language and the self-regulation of cognitive and emotional responses, may account for unexplained individual differences in psychosocial outcomes in CI users. Furthermore, we identify the lack of psychometrically sound questionnaire measures of psychosocial functioning as a critical barrier to progress in the early identification and effective treatment of poor social, emotional, and behavioral outcomes in CI users.

The Effectiveness of Current Interventions to Reverse the Underachievement of Gifted Students: Findings of a Meta-Analysis and Systematic Review

2020 ◽  
Vol 64 (2) ◽  
pp. 132-165 ◽  
Author(s):  
Saiying Steenbergen-Hu ◽  
Paula Olszewski-Kubilius ◽  
Eric Calvert
Keyword(s):  
Psychosocial Functioning ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Self Regulation ◽  
Gifted Students ◽  
Psychosocial Outcomes ◽  
Environmental Perceptions ◽  
Course Grades ◽  
Motivation For Learning ◽  
Gifted Underachievers

Underachievement of gifted students has been a great concern for the field of gifted education. The current study reviewed 14 recent empirical studies concerning the effectiveness of underachievement interventions on gifted students’ achievement outcomes and psychosocial outcomes. Overall, there was no evidence that underachievement interventions significantly improved academic performance of gifted underachievers ( g = .09, p = .387), especially in terms of course grades. Gifted underachievers receiving interventions significantly outscored their comparison peers on psychosocial outcomes ( g = 0.22, p = .001), which consisted of a variety of measures on self-efficacy, goal valuation, environmental perceptions, self-regulation/motivation, and psychosocial functioning. Qualitative studies generally reported that gifted underachievers benefited from the interventions in terms of increased motivation for learning, improved self-regulation, and finding school more meaningful. Findings need to be viewed in light of the relatively low quality of the evidence from recent research on underachievement interventions.

Social Management Training in Males With 47,XXY (Klinefelter Syndrome): A Pilot Study of a Neurocognitive-Behavioral Treatment Targeting Social, Emotional, and Behavioral Problems

2020 ◽  
Vol 126 (1) ◽  
pp. 1-13
Author(s):  
Francien Martin ◽  
Sophie van Rijn ◽  
Marit Bierman ◽  
Hanna Swaab
Keyword(s):  
Pilot Study ◽  
Behavioral Problems ◽  
Behavioral Treatment ◽  
Klinefelter Syndrome ◽  
Self Regulation ◽  
Management Training ◽  
Emotional Stability ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Social Management

Abstract Klinefelter syndrome (47,XXY) is associated with problems in social interaction and behavioral adaptation. Sixteen adolescents and adult men with 47,XXY enrolled in a pilot-study evaluating the effectiveness of Social Management Training (SMT), a novel neurocognitive-behavioral treatment program targeted at improving social, emotional, and behavioral functioning. Participants reported improved emotional stability from pre- to post-test (5 months). Informants reported reductions in internalizing and externalizing symptoms, including improvement in self-regulation. Although informants did not report changes in autism-like symptoms, increased awareness of social challenges was found. SMT may improve emotional stability, self-regulation, and self-reflection in people males with Klinefelter syndrome. This potentially efficacious treatment approach may prove to be a promising psychosocial therapeutic intervention for this population.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

Using the Church to maximize the potential of learners with special needs

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Festus E. Obiakor ◽  
Kevin Jones
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Health Professionals ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Educational Activities ◽  
The Church

Abstract Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative techniques that include using the Church as a spiritual tool in educational activities. As educators and health professionals who are also Christians, we believe using the Church can assist in remediating the plights of these learners with special needs and in maximizing their fullest potential in school and in life. This is the focus of this article.

Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies

2021 ◽  
Vol 62 ◽  
pp. 101525
Author(s):  
Katariina Rantalainen ◽  
Leila Paavola-Ruotsalainen ◽  
Jaana Alakortes ◽  
Alice S. Carter ◽  
Hanna E. Ebeling ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Vocabulary Development ◽  
Social Emotional

scholarly journals Disruptive mutations in TANC2 define a neurodevelopmental syndrome associated with psychiatric disorders

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Guo ◽  
◽  
Elisa Bettella ◽  
Paul C. Marcogliese ◽  
Rongjuan Zhao ◽  
...  
Keyword(s):  
Psychiatric Disorders ◽  
Glial Cells ◽  
Behavioral Problems ◽  
Motor Development ◽  
Statistical Significance ◽  
Behavioral Outcomes ◽  
Protein Product ◽  
Facial Dysmorphism ◽  
Variable Degree ◽  
Restricted Pattern

Abstract Postsynaptic density (PSD) proteins have been implicated in the pathophysiology of neurodevelopmental and psychiatric disorders. Here, we present detailed clinical and genetic data for 20 patients with likely gene-disrupting mutations in TANC2—whose protein product interacts with multiple PSD proteins. Pediatric patients with disruptive mutations present with autism, intellectual disability, and delayed language and motor development. In addition to a variable degree of epilepsy and facial dysmorphism, we observe a pattern of more complex psychiatric dysfunction or behavioral problems in adult probands or carrier parents. Although this observation requires replication to establish statistical significance, it also suggests that mutations in this gene are associated with a variety of neuropsychiatric disorders consistent with its postsynaptic function. We find that TANC2 is expressed broadly in the human developing brain, especially in excitatory neurons and glial cells, but shows a more restricted pattern in Drosophila glial cells where its disruption affects behavioral outcomes.

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