Developmental Profile of Social Communication: Findings in Typical Developing Greek Children

2020 ◽  
Vol 73 (3) ◽  
pp. 195-204
Author(s):  
Ioannis Vogindroukas ◽  
Evripidis Nikolaos Chelas ◽  
Nikolaos E. Petridis
Keyword(s):  
Social Communication ◽  
Typically Developing ◽  
Developmental Profile ◽  
Typically Developing Children ◽  
Therapeutic Goals ◽  
Item Questionnaire ◽  
The Social ◽  
Communication Difficulties ◽  
And Performance ◽  
Insight Into

<b><i>Objectives:</i></b> The Developmental Profile of Social Communication (DPSC) is based on the communication and language development in children with social communication difficulties. DPSC facilitates understanding of the challenges these children face in social interaction, communication, and linguistic development. It utilizes clinician and parent responses to build the developmental profiles of individuals. The profile allows clinicians to determine the therapeutic goals for improved cooperation and communication in various contexts. In addition, it provides insight into the parents’ perspective. The aim of this study is to present the preliminary results of the DPSC in typically developing Greek children. <b><i>Methods:</i></b> The DPSC, a 112-item questionnaire, was administered to 357 parents of typically developing children aged 2–7.5 years using a 3-scale rating of answers. It was applied electronically via Google forms, and parents were able to ask for clarification on questions. All answers were categorized and then analyzed under independent variables. <b><i>Results:</i></b> Descriptive and hypothesis testing were used to summarize participant characteristics and performance. Findings suggest that children &#x3e;7.5 years tended to develop most of the rated skills of DPSC adequately. <b><i>Conclusions:</i></b> It was determined that the DPSC questionnaire is an easily administered tool that enables the evaluation of the social communication abilities of children of different ages.

scholarly journals Validation of the Arabic version of the Social Communication Questionnaire

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1655-1662 ◽  
Author(s):  
Mohammed Aldosari ◽  
Eric Fombonne ◽  
Hesham Aldhalaan ◽  
Mohammed Ouda ◽  
Saba Elhag ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Confidence Interval ◽  
Social Communication ◽  
Area Under The Curve ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Communication Questionnaire ◽  
The Social

Validated screening and diagnostic tools for autism spectrum disorder for use in Arabic-speaking individuals are scarce. This study validated the Arabic version of the Social Communication Questionnaire. The total study sample included 206 children with autism spectrum disorder and 206 typically developing children (73.8% male; mean age: 8.5 (standard deviation = 2.6) years). The mean Social Communication Questionnaire total score was significantly higher in autism spectrum disorder children than in typically developing children ( p < 0.0001). Scores on the three Social Communication Questionnaire subscales also differed significantly between the groups ( p < 0.001). Of the 39 items, 37 were endorsed significantly more often in the autism spectrum disorder group. The total Social Communication Questionnaire score did not vary by age or gender. Internal consistency was excellent (alpha = 0.92). In the receiver operating characteristic analysis, the area under the curve for the total score showed excellent discrimination between autism spectrum disorder and typically developing children (area under the curve = 0.95; 95% confidence interval: 0.93–0.97). The areas under the curve for the scale subscores were 0.923 (95% confidence interval: 0.898–0.949) for the social interaction score, 0.872 (95% confidence interval: 0.838–0.905) for the communication score, and 0.856 (95% confidence interval: 0.819–0.893) for the repetitive behaviors score. The findings support the use of the Arabic Social Communication Questionnaire to successfully differentiate children with clinically diagnosed autism spectrum disorder using the established cutoff value for the English version.

scholarly journals Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

2021 ◽  
Vol 18 (15) ◽  
pp. 8214
Author(s):  
Nuria Senent-Capuz ◽  
Inmaculada Baixauli-Fortea ◽  
Carmen Moret-Tatay
Keyword(s):  
Social Communication ◽  
Clinical Management ◽  
Exploratory Study ◽  
Evidence Based Practice ◽  
Language Intervention ◽  
Evidence Based ◽  
Expressive Vocabulary ◽  
Late Talkers ◽  
The Social ◽  
Communication Difficulties

Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences between groups as regards vocabulary and syntax. In terms of parents, the research focused on examining if there were significant changes in parents’ stress and their perceptions of their children’s communication abilities. No differences were observed in the level of stress. In contrast, the group that received the ITTT program significantly altered their perceptions of their children’s communication difficulties in comparison with the clinician-directed therapy. These results have implications in the clinical management of late-talking children, and they are discussed in terms of evidence-based practice.

Team Roles: A Review and Integration

2017 ◽  
Vol 48 (4) ◽  
pp. 482-511 ◽  
Author(s):  
Tripp Driskell ◽  
James E. Driskell ◽  
C. Shawn Burke ◽  
Eduardo Salas
Keyword(s):  
Social Sciences ◽  
Team Performance ◽  
Task Orientation ◽  
Common Language ◽  
Role Behavior ◽  
Role Structure ◽  
The Social ◽  
One Step ◽  
And Performance ◽  
Insight Into

The concept of roles is ubiquitous in the social sciences, and a number of scholars have examined the operation of roles in task teams. In fact, this research has resulted in a seemingly unlimited number of roles that have been described as relevant to team performance. In this study, we attempt to integrate this research by deriving a model that describes three primary behavioral dimensions that underlie team role behavior: (a) dominance, (b) sociability, and (c) task orientation. Based on this model, we conduct a cluster analysis of the 154 team roles described in previous research. We identify 13 primary team role clusters, and discuss the implications of this approach for gaining further insight into team role structure and performance. We believe this is one step toward speaking a common language in discussing team roles.

scholarly journals Comparison of the Advanced Theory of Mind Skills in Turkish Children with Autism and Typically Developing Children

2017 ◽  
Vol 9 (2) ◽  
pp. 305-316
Author(s):  
Alev Gİrli
Keyword(s):  
Theory Of Mind ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Turkish Children ◽  
Social Impairments ◽  
Advanced Theory Of Mind ◽  
The Social ◽  
Strange Stories Test

Theory of mind (ToM) has been applied in an attempt to explain the social impairments that characterize children with autism spectrum disorder (ASD). However, an examination of several Turkish ToM studies revealed that ToM belief tests often have been used inappropriately to assess typically developing (TD) children and those adult versions of the Eyes Test and other ToM tests have been used inappropriately to assess adults with psychiatric disorders. Among the studies examined, none had used advanced ToM tests such as the Eyes Test and the Strange Stories Test to compare TD children and children with autism. The objective of this study was to examine the ToM levels attained by children with autism and TD children between the ages of 7 and 13 years, using the advanced ToM Strange Stories and Eyes tests. Compared with ASD children, TD children achieved higher scores on the Eyes and Strange Stories tests.

scholarly journals Motor Development in Children With Autism Spectrum Disorder

2021 ◽  
Vol 9 ◽  
Author(s):  
Ashikin Mohd Nordin ◽  
Juriza Ismail ◽  
Norazlin Kamal Nor
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Typically Developing ◽  
Developmental Profile ◽  
Typically Developing Children ◽  
Motor Delay

Objective: This study was conducted to determine the gross and fine motor profiles of children with autism spectrum disorder compared to typically developing children. Additionally, we also assessed if the motor delay was more pronounced with increasing age.Method: This was a retrospective study involving children aged 12–60 months of age comparing motor development in children with autism spectrum disorder with typically developing children. Their developmental profile was assessed using Schedule of Growing Skills II. Descriptive statistics was used to analyse the developmental profile between the groups.Results: ASD children had significant gross motor (6.7%) and fine motor delay (38.5%) compared to typically developing children, who did not show any delay. The motor delay in ASD children was more prominent in older children.Conclusion: It is important to assess motor development in ASD children as there is significant motor delay in these children compared to typically developing children, and the delay becomes more prominent with age. Early detection of motor delay could allow provision of early intervention services to optimize developmental outcomes.

Differentiating Autism Spectrum Disorder From ADHD Using the Social Communication Questionnaire

2018 ◽  
Vol 23 (8) ◽  
pp. 828-837 ◽  
Author(s):  
Anissa Mouti ◽  
Rachel Dryer ◽  
Michael Kohn
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Area Under The Curve ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Optimal Cutoff ◽  
Social Communication Questionnaire ◽  
The Social ◽  
Dual Diagnoses

Objective: This study examined the ability of the Social Communication Questionnaire (SCQ) to differentiate between autism spectrum disorder (ASD), ADHD, and typically developing (TD) children. Method: Children ( Mage = 11.27 years, SDage = 3.28) identified with ASD Severity Levels “1” and/or “2” ( n = 28), ADHD ( n = 44), dual diagnoses of ADHD and ASD ( n = 29), and TD ( n = 61) were assessed using the SCQ. Results: The SCQ differentiated between ASD and non-ASD groups. Children with ASD had higher total and domain scores on the SCQ than ADHD and TD children. The optimal cutoff total score of 13 was identified for differentiating between ASD and ADHD groups (area under the curve [AUC] = .96). Twenty eight of the 39 items were identified as significant in differentiating between ASD and ADHD. Conclusion: The SCQ continues to be a well-validated screening tool for ASD and is suitable for determining whether further ASD assessment is warranted in children with ADHD symptoms.

scholarly journals Kuwaiti Teachers' Satisfaction with the Social Studies Curriculum and Their Performance in the Classroom

2022 ◽  
Vol 12 (1) ◽  
pp. 355
Author(s):  
Abdullah J. Alhajri
Keyword(s):  
School Districts ◽  
Social Studies ◽  
Teaching Methods ◽  
Learning Activities ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Teacher Gender ◽  
Item Questionnaire ◽  
The Social ◽  
And Performance

This study investigated Kuwaiti teachers' satisfaction with the structure of the social studies curriculum and their performance in the classroom. It aimed to answer two main questions through a twenty-two-item questionnaire applied to a sample of 132 social studies teachers. The results have shown moderate satisfaction in this regard among those teachers. There were no effects of teacher gender, experience, or various school districts on the satisfaction of social studies teachers and their performance in the classroom. The researcher called for reevaluating the curriculum by its developers to pinpoint and rid it of the causes that obstruct higher teachers' satisfaction and performance, mainly its inadequacy to students' interests, needs, skills, creativity, individual differences, and practical learning activities, and up-to-date teaching methods.   Received: 9 September 2021 / Accepted: 5 December 2021 / Published: 3 January 2022

scholarly journals The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1449-1467 ◽  
Author(s):  
Katie Maras ◽  
Coral Dando ◽  
Heather Stephenson ◽  
Anna Lambrechts ◽  
Sophie Anns ◽  
...  
Keyword(s):  
Social Communication ◽  
Narrative Structure ◽  
The Other ◽  
Typically Developing ◽  
Discrete Parameter ◽  
Specific Memory ◽  
Autistic People ◽  
Communication Difficulties ◽  
A New Technique ◽  
Interviewing Techniques

Autistic people experience social communication difficulties alongside specific memory difficulties than impact their ability to recall episodic events. Police interviewing techniques do not take account of these differences, and so are often ineffective. Here we introduce a novel Witness-Aimed First Account interview technique, designed to better support autistic witnesses by diminishing socio-cognitive and executive demands through encouraging participants to generate and direct their own discrete, parameter-bound event topics, before freely recalling information within each parameter-bound topic. Since witnessed events are rarely cohesive stories with a logical chain of events, we also explored witnesses’ recall when the narrative structure of the to-be-remembered event was lost. Thirty-three autistic and 30 typically developing participants were interviewed about their memory for two videos depicting criminal events. Clip segments of one video were ‘scrambled’, disrupting the event’s narrative structure; the other video was watched intact. Although both autistic and typically developing witnesses recalled fewer details with less accuracy from the scrambled video, Witness-Aimed First Account interviews resulted in more detailed and accurate recall from autistic and typically developing witnesses, for both scrambled and unscrambled videos. The Witness-Aimed First Account technique may be a useful tool to improve autistic and typically developing witnesses’ accounts within a legally appropriate, non-leading framework. Lay abstract Autistic people may be more likely to be interviewed by police as a victim/witness, yet they experience social communication difficulties alongside specific memory difficulties that can impact their ability to recall information from memory. Police interviewing techniques do not take account of these differences, and so are often ineffective. We developed a new technique for interviewing autistic witnesses, referred to a Witness-Aimed First Account, which was designed to better support differences in the way that autistic witnesses process information in memory. The Witness-Aimed First Account technique encourages witnesses to first segment the witnessed event into discrete, parameter-bound event topics, which are then displayed on post-it notes while the witness goes onto freely recall as much information as they can from within each parameter-bound topic in turn. Since witnessed events are rarely cohesive stories with a logical chain of events, we also explored autistic and non-autistic witnesses’ recall when the events were witnessed in a random (nonsensical) order. Thirty-three autistic and 30 typically developing participants were interviewed about their memory for two videos depicting criminal events. Clip segments of one video were ‘scrambled’, disrupting the event’s narrative structure; the other video was watched intact. Although both autistic and non-autistic witnesses recalled fewer details with less accuracy from the scrambled video, Witness-Aimed First Account interviews resulted in more detailed and accurate recall from both autistic and non-autistic witnesses, for both scrambled and unscrambled videos. The Witness-Aimed First Account technique may be a useful tool to improve witnesses’ accounts within a legally appropriate, non-leading framework.

scholarly journals The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review

2021 ◽  
Vol 18 (14) ◽  
pp. 7516
Author(s):  
Dagmar F.A. A. Derikx ◽  
Suzanne Houwen ◽  
Vivian Meijers ◽  
Marina M. Schoemaker ◽  
Esther Hartman
Keyword(s):  
Systematic Review ◽  
Home Environment ◽  
Motor Performance ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Factors Associated ◽  
The Social ◽  
Social Environmental ◽  
Social Environmental Factors ◽  
The Relationship

Motor performance during childhood is important for prosperity in life, and the social environment may contain potentially important and modifiable factors associated with motor performance. Therefore, the aim of this systematic review was to identify social environmental factors associated with motor performance in 3- to 12-year-old typically developing children. Four electronic databases were searched, which resulted in 31 included studies. The methodological quality was determined using the Quality of Prognosis Studies in Systematic Reviews tool. Most studies were conducted in 3–6-year-old children. In the home environment, parental beliefs in the importance of physical activity and parental behaviors matching these beliefs were related to better motor performance of children, although these relationships were often sex-dependent. The school and sports environments were investigated much less, but some preliminary evidence was found that being better liked by peers, attending a classroom with a smaller age range, having more interaction with the teacher and classmates, and having a higher educated teacher was related to better motor performance. Further research is required to further unravel the relationship between the social environment and motor skills, with a specific focus on 6–12-year-old children and environments outside of the home environment.

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