The Effects of the Problem Solving Intervention Using Social Story on the Social Skills of At-risk Young Children

2021 ◽  
Vol 21 (15) ◽  
pp. 209-219
Author(s):  
Seong-yong Yi
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Problem Solving ◽  
Young Children ◽  
Social Story ◽  
The Social

Between Othering and solidarity: crisis intervention with children at risk

Radical Hope ◽  
2020 ◽  
pp. 215-228
Author(s):  
Michal Krumer-Nevo
Keyword(s):  
At Risk ◽  
Young Children ◽  
Social Worker ◽  
Crisis Intervention ◽  
Children At Risk ◽  
The Third ◽  
The Social

The third chapter of Part Four of the book tells the story of a social worker who came to an apartment following a complaint from the neighbours that young children had been left there on their own only to discover that the apartment was flooded with sewage. The response of the social worker is analysed as an example of a ‘standing against’ position. The possibility of standing by is presented in the chapter as a tentative choice.

Social Competence of Children and Adolescents

1991 ◽  
Vol 8 (4) ◽  
pp. 147-147 ◽  
Author(s):  
Alan Ralph
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Children And Adolescents ◽  
General Problem ◽  
Practice Research ◽  
The Social ◽  
Abstract Notion ◽  
Goals And Objectives

For those aiming to improve the social competence of others, the choice is usually between shaping specific micro-skills or more general problem-solving. While these are not mutually exclusive in practice, research has tended to investigate them separately. One of the major issues facing those targeting micro-skills is their validity in the setting of concern. For those targeting problemsolving, the issue is predominantly one of triggering problem-solving behaviour in the absence of trainer prompts. Other major issues which still have to be satisfactorily resolved include the identification and assessment of children requiring improved social skills and social competence. In addition, there is a need to remind ourselves that while improved social skills should lead to improved judgments about an individual's social competence, the latter is a somewhat abstract notion which tells us little about an individual's goals and objectives. While improved social competence should be one of our goals, it must be anchored to well defined behavioural objectives. One can be the life and soul of a party and receive high social competence ratings, yet be lonely and isolated once the party ends.

withdrawn, aggressive-antisocial, impulsive conduct, anxious-depressed, autism). Difficulty in making friends and getting along with peers was confirmed to be a very large problem for most of these children. One respondent noted that it was unclear whether difficulties with peers were a primary caus e or simply an effect of the other problems. Others stated that, along with other difficulties, their children lack social skills. Some component of the child's treatment plan, therefore, included the objectiv e of helping to enhance social skills toward more positive peer relating, while the child would be involved in therapy (individual or family) at the same time. In consultant work with children in schools, the author has ofte n found that a child who was in outside psychological therapy still needed direct help in the school setting to establish or maintain positiv e peer group relationships. Amon g the procedures utilized within the professional settings sampled, coaching and similar social skills instruction methods wer e well represented as were social problem solving (e.g.. Spivack & Shurc. 1974). The social problem solving procedure basically in-cludes instruction and practice in identifyin g a problem focus, generating alternative strategies, and considering the consequences of strategies. Both types of approaches often were combined with social or concrete reinforcers and a general supportive atmosphere t o enhance children's feelings of acceptance as the children were ac-quiring skills. A more typical approach, however, was to combine all oí the above methods to tailor a program considering the variety of difficulties in these children's social learning. This approach of diverse methods also included a focus on social skills that appeared to present particularly strong difficulties for children in these set-tings. The social skills goals included learning to assert oneself in orde r to be included, listened to and cooperated with; learning to cooperate and communicate more effectively, particularly in group situations: gaining control of impulsive lack of attention and of an-tisocial aggression: responding positively to peers: and participating more in activities. Direct instruction of these skills appeared to be more similar to the Oden and Asher or Ladd models, or Bornstein. Bellack. and Hersen (1977). especially with older children. Many programs also included direct cognitive training of the problem solving process, whereas perspective taking and consideration of consequences were originally more indirectly included in the coaching procedures. Role playing and use of cooperative activities (e.g.. Johnson. 1980) were also employed to enhance concrete

2014 ◽  
pp. 93-98
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Problem ◽  
Treatment Plan ◽  
Social Problem Solving ◽  
Social Skills Instruction ◽  
The Social ◽  
Making Friends ◽  
Group Relationships ◽  
Problem Solving Process

The Generalization and Maintenance of the Peer Social Behaviors of Young Children Who Are Deaf or Hard of Hearing

1997 ◽  
Vol 28 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Shirin D. Antia ◽  
Kathryn H. Kreimeyer
Keyword(s):  
Social Skills ◽  
Young Children ◽  
Small Groups ◽  
Hard Of Hearing ◽  
Social Behaviors ◽  
Free Play ◽  
Social Skills Intervention ◽  
The Social ◽  
Parallel Play ◽  
Peer Responses

The purpose of this study was to examine the effects of a social skills and comparison intervention on peer social behaviours of 43 young children who were deaf and hard of hearing (D/HH). Both interventions were conducted in small groups consisting of children who were D/HH and hearing. Data were obtained on 15 social behaviors in four categories: peer interaction, play, child initiations/peer responses, and peer initiations/child responses. Social behaviors were recorded during free play (a) before the intervention, (b) immediately after the intervention ceased, and (c) 4 weeks after the intervention ceased. Children receiving the social skills intervention decreased their frequency of solitary and parallel play. These changes were maintained of year later in an outdoor play setting.

Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers

1993 ◽  
Vol 60 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Shirin D. Antia ◽  
Kathryn H. Kreimeyer ◽  
Nancy Eldredge
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Young Children ◽  
Peer Interaction ◽  
Social Skills Intervention ◽  
Hearing Impairments ◽  
Hearing Status ◽  
The Social

The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.

Social Skills of Children With Specific Language Impairment

1993 ◽  
Vol 24 (4) ◽  
pp. 206-215 ◽  
Author(s):  
Holly K. Craig
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Case ◽  
Social Problems ◽  
Specific Language ◽  
The Social

Children with specific language impairment are at risk for social problems. This article discusses the available literature pertinent to understanding their peer relationships. In addition, a clinical case is provided to illustrate some of the social-interactional difficulties described.

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (4) ◽  
pp. 371-385 ◽  
Author(s):  
Ya-Yu Lo ◽  
Scott A. Loe ◽  
Gwendolyn Cartledge
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Small Group ◽  
Behavioral Disorders ◽  
Social Behaviors ◽  
Antisocial Behaviors ◽  
Students At Risk ◽  
Social Skills Instruction ◽  
The Social ◽  
Emotional Or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

scholarly journals The effect of Touch Math multi-sensory program on teaching basic computation skills to young children identified as at risk for the acquisition of computation skills

2020 ◽  
Vol 9 (27) ◽  
pp. 149-156
Author(s):  
Rabab Abdallah ELawady Abdou
Keyword(s):  
At Risk ◽  
Young Children ◽  
Future Research ◽  
Control Groups ◽  
The Social ◽  
Dependent Variables ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The purpose of this paper was to investigate the effect of Touch Math multi-sensory program on   teaching basic computation skills to young children identified as at risk for the acquisition of computation skills. The children selected for the present study were all kindergarteners from two public kindergarten schools, located at Nasr city, Cairo. 40 children from both schools were included. Of the children who participated in the study (N= 40), 72% were male and 28% were female. Mean age was 5.3 years. A quasi-experimental, two-groups pretest-posttest design was employed, where the same dependent variables (addition skills and subtraction skills) were measured in the two groups of children before (pretest) and after (posttest) a treatment was administered. Using two-way ANOVA, the author analyzed the data from the pre- and post-test.  The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 18.0. The results of the two-way ANOVA and t- test showed that there were differences in post- test mean scores between experimental and control   groups in addition and subtraction skills. In favor of the experimental group, which indicated the effectiveness of Touch Math multi-sensory program. Implications for practice, recommendations for future research and conclusion were included.

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