SOAR Study: New approaches to managing social skills deficits in Turner Syndrome

2019 ◽  
Author(s):  
Jeanne Wolstencroft ◽  
William Mandy ◽  
David Skuse
Keyword(s):  
Social Skills ◽  
Turner Syndrome ◽  
New Approaches ◽  
Social Skills Deficits

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates

2021 ◽  
pp. 014544552110540
Author(s):  
Hide Okuno ◽  
Taylor Rezeppa ◽  
Tabitha Raskin ◽  
Andres De Los Reyes
Keyword(s):  
Social Skills ◽  
Social Anxiety ◽  
Social Interactions ◽  
Eye Contact ◽  
Safety Behaviors ◽  
Socially Anxious ◽  
Research Personnel ◽  
The Moment ◽  
Social Skills Deficits ◽  
Multiple Domains

Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents’ evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

An Evaluation of a Social Skills Application for Children Who Are Homeless

2017 ◽  
Vol 29 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Emily Baton ◽  
Kimberly Crosland ◽  
Rocky Haynes
Keyword(s):  
Social Skills ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Multiple Baseline ◽  
Social Skills Intervention ◽  
Homeless Children ◽  
Behavioral Skills ◽  
Social Skills Deficits

Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let’s Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless. Method: This study used a multiple baseline across behaviors design to evaluate the effects of the iPad application and BST for teaching three social skills to three participants. Results: Participants did not demonstrate increases in targeted social skills after the introduction of the application, but social skills did increase after BST was added. Conclusions: The findings suggest that the application needs to be paired with BST in order to see improvement and maintenance in social skills. Future downloadable applications might consider including features that are similar to BST to assist in teaching social skills.

Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis

1996 ◽  
Vol 19 (4) ◽  
pp. 252-261 ◽  
Author(s):  
Stephanie K. San Miguel ◽  
Steven R. Forness ◽  
Kenneth A. Kavale
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Psychiatric Comorbidity ◽  
Dysthymic Disorder ◽  
Hyperactivity Disorder ◽  
Symptom Patterns ◽  
Additional Support ◽  
Education Support ◽  
Social Skills Deficits ◽  
Collaborative Efforts

The hypothesis that social skills deficits in learning disabilities may reflect the comorbidity of learning disabilities with psychiatric diagnoses is partially supported by prevalence rates of learning disabilities within samples of individuals with attention deficit hyperactivity disorder (ADHD) and depressive or dysthymic disorder. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with ADHD, depression or dysthymia, thus providing additional support for the psychiatric comorbidity hypothesis. This article includes a discussion of the implications of a psychiatric comorbidity hypothesis for increased special education support, further delineation of subtypes of learning disabilities, therapeutic, psychological or psychopharmacologic treatment, and collaborative efforts between professionals in mental health and learning disabilities.

scholarly journals Behavioral assessment of social skills in children with Turner syndrome or

1999 ◽  
Vol 14 (8) ◽  
pp. 767-767 ◽  
Author(s):  
K. Lesniak-Karpiak ◽  
M.M. Mazzocco ◽  
D.C. Lanham ◽  
M.B. Denckla
Keyword(s):  
Social Skills ◽  
Turner Syndrome ◽  
Behavioral Assessment

Recognizing vocal expressions of emotion in patients with social skills deficits following traumatic brain injury

2010 ◽  
Vol 16 (2) ◽  
pp. 369-382 ◽  
Author(s):  
A. DIMOSKA ◽  
S. MCDONALD ◽  
M.C. PELL ◽  
R.L. TATE ◽  
C.M. JAMES
Keyword(s):  
Traumatic Brain Injury ◽  
Social Skills ◽  
Brain Injury ◽  
Semantic Processing ◽  
Semantic Information ◽  
Inpatient Rehabilitation ◽  
Emotional Prosody ◽  
Processing Demands ◽  
Low Pass ◽  
Social Skills Deficits

AbstractPerception of emotion in voice is impaired following traumatic brain injury (TBI). This study examined whether an inability to concurrently process semantic information (the “what”) and emotional prosody (the “how”) of spoken speech contributes to impaired recognition of emotional prosody and whether impairment is ameliorated when little or no semantic information is provided. Eighteen individuals with moderate-to-severe TBI showing social skills deficits during inpatient rehabilitation were compared with 18 demographically matched controls. Participants completed two discrimination tasks using spoken sentences that varied in the amount of semantic information: that is, (1) well-formed English, (2) a nonsense language, and (3) low-pass filtered speech producing “muffled” voices. Reducing semantic processing demands did not improve perception of emotional prosody. The TBI group were significantly less accurate than controls. Impairment was greater within the TBI group when accessing semantic memory to label the emotion of sentences, compared with simply making “same/different” judgments. Findings suggest an impairment of processing emotional prosody itself rather than semantic processing demands which leads to an over-reliance on the “what” rather than the “how” in conversational remarks. Emotional recognition accuracy was significantly related to the ability to inhibit prepotent responses, consistent with neuroanatomical research suggesting similar ventrofrontal systems subserve both functions. (JINS, 2010, 16, 369–382.)

Social Skills Training of Out-patient Groups

1977 ◽  
Vol 131 (6) ◽  
pp. 599-609 ◽  
Author(s):  
I. R. H. Falloon ◽  
P. Lindley ◽  
R. McDonald ◽  
I. M. Marks
Keyword(s):  
Social Skills ◽  
Group Treatment ◽  
Group Discussion ◽  
Skills Training ◽  
Treatment Conditions ◽  
Cohesive Group ◽  
Schizophrenic Patients ◽  
Alcohol And Drug Abuse ◽  
Social Skills Deficits

Fifty-one out-patients with social skills deficits (two-thirds men) completed ten weekly sessions of 75-minute group treatment; 44 were followed up for a mean of 16 months. Random assignment was to one of three conditions: (1) Cohesive group discussion; (2) Modelling and role-rehearsal; or (3) Modelling and role-rehearsal+daily social homework.All three treatment conditions produced significant but incomplete improvement at the end of treatment and follow-up. The two role-rehearsal conditions were significantly superior to group discussion on several measures. Patients who completed daily social homework assignments did significantly better than patients who completed control homework. Alcohol and drug abuse patients usually dropped out. Schizophrenic patients in remission had lost their improvement at follow-up. Patients with other diagnoses retained their gains to 16-month follow-up.

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