Social Behaviors of Children with Visual Impairments Enrolled in Preschool Programs

1996 ◽  
Vol 62 (5) ◽  
pp. 451-462 ◽  
Author(s):  
Alison D. Crocker ◽  
R. Robert Orr
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Comparison Group ◽  
Visual Impairments ◽  
Social Behaviors ◽  
Social Initiations ◽  
Preschool Programs ◽  
The Social ◽  
Matched Comparison ◽  
Children With Visual Impairments

This study investigated the social behaviors of children with visual impairments enrolled in a variety of preschool programs. Using the Behaviour Observation Record, the researchers made comparisons between the social interactions of 9 children with visual impairments and a matched comparison group of 9 children with full sight. Observational data indicated that the children with visual impairments were capable of interacting with others. Differences were noted, however, in the frequency of social initiations and the targets of these initiations made by the children with visual impairments. These observations are interpreted in support of the integration of preschool children with visual impairments into general education programs.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments

2021 ◽  
Author(s):  
Lyubov' Plaksina ◽  
Liliya Druzhinina ◽  
Larisa Osipova
Keyword(s):  
Preschool Children ◽  
General Education ◽  
Inclusive Education ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Federal State ◽  
Spatial Environment ◽  
The Subject ◽  
State Educational ◽  
Children With Visual Impairments

The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.

scholarly journals Sex- and context-dependent effects of acute isolation on vocal and non-vocal social behaviors in mice

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0255640
Author(s):  
Xin Zhao ◽  
Patryk Ziobro ◽  
Nicole M. Pranic ◽  
Samantha Chu ◽  
Samantha Rabinovich ◽  
...  
Keyword(s):  
Social Behavior ◽  
Social Interactions ◽  
Social Isolation ◽  
Social Behaviors ◽  
Social Motivation ◽  
Same Sex ◽  
Female Mice ◽  
The Social ◽  
Opposite Sex ◽  
Brain And Behavior

Humans are extraordinarily social, and social isolation has profound effects on our behavior, ranging from increased social motivation following short periods of social isolation to increased anti-social behaviors following long-term social isolation. Mice are frequently used as a model to understand how social isolation impacts the brain and behavior. While the effects of chronic social isolation on mouse social behavior have been well studied, much less is known about how acute isolation impacts mouse social behavior and whether these effects vary according to the sex of the mouse and the behavioral context of the social encounter. To address these questions, we characterized the effects of acute (3-day) social isolation on the vocal and non-vocal social behaviors of male and female mice during same-sex and opposite-sex social interactions. Our experiments uncovered pronounced effects of acute isolation on social interactions between female mice, while revealing more subtle effects on the social behaviors of male mice during same-sex and opposite-sex interactions. Our findings advance the study of same-sex interactions between female mice as an attractive paradigm to investigate neural mechanisms through which acute isolation enhances social motivation and promotes social behavior.

scholarly journals Lack of social touch increases anxiety and alters social behaviors in mice

2021 ◽  
Author(s):  
Yu-Kai Ma ◽  
Pei-Yun Zeng ◽  
Yu-Hsin Chu ◽  
Chih-Lin Lee ◽  
Ching-Chuan Cheng ◽  
...  
Keyword(s):  
Social Interactions ◽  
Animal Species ◽  
Social Behaviors ◽  
Physical Contact ◽  
Social Touch ◽  
The Social ◽  
Anxiety Levels ◽  
Long Term Observation ◽  
Different Levels

Abstract The importance of social interactions has been reported in different animal species. During the pandemic, although people can communicate through other sensory cues, social touch is mostly prohibited under different levels of social distance policies, which inspired us to explore the necessity of physical contact in mouse social interaction. In this study, we first conducted a long-term observation showing that pair-housed mice in a standard laboratory cage spent nearly half the day in direct physical contact with each other. Furthermore, isolation experiments demonstrated that, even with access to other sensations, prevention of social touch for one month significantly induced anxiety levels, changed social behaviors and increased interleukin-6 cytokine in the hippocampus and the serum of mice. Our study demonstrated the necessity of social touch for the maintenance of mental health in mice. This information could have important implications for human social interactions, especially the social policies during a pandemic crisis.

scholarly journals Body Contacts and Social Interactions in Captive Odontocetes Are Influenced by the Context: An Implication for Welfare Assessment

Animals ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. 924
Author(s):  
Agathe Serres ◽  
Yujiang Hao ◽  
Ding Wang
Keyword(s):  
Social Interactions ◽  
Emotional State ◽  
Bottlenose Dolphins ◽  
Social Behaviors ◽  
Species Group ◽  
Agonistic Interactions ◽  
The Social ◽  
Human Care ◽  
Neophocaena Asiaeorientalis Asiaeorientalis ◽  
Social Separation

Research on the welfare of captive odontocetes has increased in recent years, but has been mostly focused on bottlenose dolphins (Tursiops truncatus). Few studies investigated potential welfare indicators using quantitative data linked to a range of conditions or stimuli that are thought to impact the animals’ emotional state. Since odontocetes are social animals that engage in various social interactions, these interactions might inform us on their welfare state. We investigated pectoral contact laterality and the effect of the context on several social behaviors in three groups of captive odontocetes (Yangtze finless porpoises, YFPs: Neophocaena asiaeorientalis asiaeorientalis; East-Asian finless porpoises, EAFPs: N. a. sunameri, and bottlenose dolphins, BDs). Animals exhibited patterns depending on the time of the day for most of the social behaviors we analyzed; social separation was associated with lower rates of social behaviors for the two analyzed groups (YFPs and BDs), the accessibility to several pools was associated with higher rates of social behaviors for BDs. The effect of enrichment, disturbances and public presence was less clear and strongly depended on the group, the type of enrichment and disturbance. Our results confirm that captive odontocetes’ social behaviors are influenced by the context, and that, depending on the group, some of them, such as pectoral contacts, other body contacts, agonistic interactions or social play exhibit consistent patterns across contexts. Monitoring these behaviors might be useful to adapt the captive management to each species and group. The different responses among the three studied groups confirm that species and groups react differently to a stimulus and therefore, management decisions should be species/group specific. We recommend that more studies should be conducted to validate our findings in other groups of odontocetes under human care.

Social Behaviors of Children With Language Impairment on the Playground

2001 ◽  
Vol 32 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Ted Isaacson ◽  
Connie Summers
Keyword(s):  
Social Interactions ◽  
Language Impairment ◽  
Peer Interaction ◽  
Group Membership ◽  
Language Skills ◽  
Social Behaviors ◽  
Clinical Implications ◽  
Teacher Interview ◽  
The Social ◽  
Typical Peers

Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground. Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child’s behavior occurring during the segment. The behavior displayed during each interval was then coded into one of 37 subcategories. These subcategories were grouped into six general categories of (a) peer interaction, (b) adult interaction, (c) withdrawal, (d) aggression, (e) victimization, and (f) other. Results: Significant differences were observed in the categories of peer interaction and withdrawal. Typical children spent significantly more time interacting with peers than did children with LI. Conversely, children with LI demonstrated significantly more withdrawn behaviors than did their typical peers. Analyses of effect size using ω 2 indicated that group membership accounted for approximately 30% of the variability in both of these types of playground behavior. No other significant differences were observed. These findings support the conclusions of researchers using teacher interview procedures, indicating that children with LI are more withdrawn than their typical peers at school. Clinical Implications: Specific intervention targeting social language skills in playground contexts may be warranted to include children with LI in social interactions at recess.

scholarly journals Interpersonal relationships of children with visual impairment

2021 ◽  
pp. 192-201
Author(s):  
Н.Н. Шельшакова
Keyword(s):  
Special Education ◽  
General Education ◽  
Interpersonal Relationships ◽  
Visual Impairments ◽  
Educational Process ◽  
Social Adaptation ◽  
Soviet Period ◽  
Normative Documents ◽  
The Law ◽  
Children With Visual Impairments

Одной из проблем, которую должна решить психологическая и педагогическая наука, является социальная адаптация, реабилитация и интеграция детей с недостатками зрения в общество. В советский период известные психологи Л. С. Выготский, Р. М. Боскис, М. С. Певзнер, Ф. Ф. Рау и другие стояли на пути индивидуального подхода в обучении детей с психо-физическими нарушениями. Такие дети требуют специальной поддержки, помощи в обучении в зависимости от их психо-физических пороков. Все это должно быть направлено на раскрытие индивидуальных возможностей учащихся для достижения социальной адаптации и интеграции их в общество. В исследованиях отмечается, что дети с недостатками здоровья легко воспринимают наряду с положительными сторонами жизни также негативные, в частности вступая в конфликт с законом. Целью данного исследования является анализ проблемы обучения детей с недостатками зрения и раскрытие педагогических условий, которые будут способствовать эффективной адаптации и интеграции их в общество. За последнее десятилетие принят ряд нормативных документов по улучшению учебно-воспитательного процесса в школе, в частности, по специальному образованию (принят закон “Об образовании” и “концепция специального образования”, принята Декларация ООН о правах отсталых детей и инвалидов и др. Большинство вспомогательных школ являются школами интернатного типа. Это приводит к изоляции ребенка от общества, созданию условий, направленных, в основном, на удовлетворение личностных потребностей детей. В таких условиях формируется лицо, которое не готово к полноценной самостоятельной жизни после окончания учебного заведения. Встал вопрос о модификации системы специального образования-осуществлении интеграции в общеобразовательную структуру. One of the problems that psychological and pedagogical science should solve is the social adaptation, rehabilitation and integration of children with visual impairments into society. In the Soviet period, well-known psychologists L. S. Vygotsky, G. M. Boskis, N. Sec. Pevsner, F. F. Rau and others stood in the way of an individual approach to the education of children with psycho-physical disabilities. Such children require special support, assistance in learning, depending on their psycho-physical vices. All this should be aimed at revealing the individual capabilities of students to achieve social adaptation and integration into society. The research notes that children with disabilities are easily perceived along with the positive aspects of life as well as the negative, in particular, coming into conflict with the law. The purpose of this study is to analyze the problem of teaching children with visual impairments and to reveal the pedagogical conditions that will contribute to their effective adaptation and integration into society. Over the past decade, a number of normative documents have been adopted to improve the educational process in schools, in particular, on special education (the law “On Education” and “The Concept of Special Education”, the UN Declaration on the Rights of Backward Children and Disabled People, etc.). Most of the auxiliary schools are boarding schools. This leads to the isolation of the child from society, the creation of conditions aimed mainly at meeting the personal needs of children. In such conditions, a person is formed who is not ready for a full-fledged independent life after graduation. The question arose about the modification of the system of special education-the implementation of integration into the general education structure.

Examining peer support arrangements for students with visual impairment

2020 ◽  
pp. 026461962097215
Author(s):  
Michael Tuttle ◽  
Erik W. Carter
Keyword(s):  
General Education ◽  
Visual Impairment ◽  
Social Interactions ◽  
Peer Support ◽  
Inclusive Classroom ◽  
The Social ◽  
Positive Experiences ◽  
Multiple Probe ◽  
The Impact

Students with visual impairment (VI) often have limited social interactions in inclusive classroom settings. This study used a multiple-probe-across-participants design to evaluate the impact of peer support arrangements on the social interactions of three students with VI in general education classes. Students experienced higher levels of peer interaction while participating in peer support arrangements while maintaining high levels of academic engagement during the intervention. Most students and teachers reported that peer support arrangements provided positive experiences, resulted in multiple benefits, and could be implemented feasibly and acceptably in inclusive classrooms. We offer recommendations for research and practice aimed at enhancing the quality of inclusive experiences for students with VI.

Social Participation of Young Children with Visual Impairments in Specialized and Integrated Environments

1993 ◽  
Vol 87 (5) ◽  
pp. 138-142 ◽  
Author(s):  
E.J. Erwin
Keyword(s):  
Young Children ◽  
Social Participation ◽  
Visual Impairments ◽  
Free Play ◽  
Educational Environments ◽  
The Social ◽  
Children With Visual Impairments

This study examined the social participation of 28 young children with visual impairments, some with additional disabilities, during free-play periods in their natural educational environments and compared patterns across specialized and integrated settings. Although no significant differences were found between settings, some possible trends emerged.

scholarly journals Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents

Autism ◽  
2021 ◽  
pp. 136236132110059
Author(s):  
Yu-Lun Chen ◽  
Laura L Senande ◽  
Michael Thorsen ◽  
Kristie Patten
Keyword(s):  
Social Interactions ◽  
Real World ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Social Behaviors ◽  
Autism Diagnosis ◽  
The Social ◽  
Inclusive School ◽  
School Club ◽  
Over Time

Social interaction is inherently bidirectional, but research on autistic peer interactions often frames communication as unidirectional and in isolation from the peer context. This study investigated natural peer interactions among six autistic and six non-autistic adolescents in an inclusive school club over 5 months (14 45-min sessions in total) to examine the students’ peer preferences in real-world social interactions and how the preferences changed over time. We further examined whether social behavior characteristics differ between student and peer neurotype combinations. Findings showed that autistic students were more likely to interact with autistic peers then non-autistic peers. In both autistic and non-autistic students, the likelihood of interacting with a same-neurotype peer increased over time. Autistic and non-autistic students’ within-neurotype social interactions were more likely to reflect relational than functional purposes, be characterized as sharing thoughts and experiences rather than requesting help or objects, and be highly reciprocal, as compared with cross-neurotype interactions. These peer preferences and patterns of social interactions were not found among student-peer dyads with the same genders. These findings suggest that peer interaction is determined by more than just a student’s autism diagnosis, but by a combination of student and peer neurotypes. Lay abstract Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student’s autism diagnosis.

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