Relationships among Behavior Problem, Peer Interaction, and Parental Factors in Young Boys and Girls with Atopic Dermatitis

This study examined whether there is a difference in children's psycho-social development variables according to the presence of children's atopic dermatitis symptoms, and analyzed the relationship among variables. This study aims to explore the differences in young children's problem behavior, peer interaction, and school readiness according to the presence of atopic dermatitis symptoms and to investigate the relationship among variables. A total of 1502 children whose are aged six years were considered as subject for this study out of which 232 children’s had atopic dermatitis symptoms and the remaining 1270 did not have this symptoms. The research instruments were used the children problem behavior scale, peer interaction scale, and school readiness scale. In the research results, it was found that the level of problem behavior internalization and externalization in the children with atopic dermatitis symptoms was higher than that of no-symptom children. Meanwhile, according to the presence or absence of atopic dermatitis symptoms, it was found that there was no difference between peer interaction and preschool school readiness. In addition, the externalization variable of the problem behavior of children with atopic dermatitis symptoms was found to have a negative effect on school readiness, and peer interaction was found to have a positive effect on school readiness. Children with symptoms of atopic dermatitis can be studied advance by taking this study as the basic data for guiding them also for coping the psychological developmental problem.

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Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

Perspectives on Administration and Supervision ◽

10.1044/aas19.1.13 ◽

2009 ◽

Vol 19 (1) ◽

pp. 13-18

Author(s):

Corey L. Herd

Keyword(s):

Language Development ◽

Training Program ◽

Peer Interaction ◽

Graduate Program ◽

Peer Interactions ◽

Graduate Programs ◽

Communication Disorders ◽

Learning Opportunities ◽

Knowledge And Skills ◽

Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3603.397 ◽

1971 ◽

Vol 36 (3) ◽

pp. 397-409 ◽

Cited By ~ 10

Author(s):

Rachel E. Stark

Keyword(s):

Case Report ◽

Real Time ◽

Speech Production ◽

Behavior Problem ◽

Deaf Children ◽

Developmental Sequence ◽

Visual Displays ◽

Individual Instruction ◽

Academic Record ◽

Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

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