Sensitivity to Nonverbal Communication among Male Learning Disabled Adolescents

1987 ◽  
Vol 64 (3) ◽  
pp. 873-874 ◽  
Author(s):  
Gary L. Creasey ◽  
Patricia A. Jarvis
Keyword(s):  
Social Skills ◽  
Nonverbal Communication ◽  
White Male ◽  
Learning Disabled ◽  
Nonverbal Cues ◽  
Communication Analysis ◽  
Nonverbal Sensitivity ◽  
Standardization Sample ◽  
Relationship Of ◽  
The Relationship

9 white male learning disabled adolescents were administered the Profile of Nonverbal Sensitivity to assess their sensitivity to nonverbal communication. Analysis indicated these adolescents were poorer at decoding nonverbal cues than the nondisabled standardization sample. They also had difficulties in interpreting nonverbal messages, regardless of the mode in which they were presented. The relationship of learning disabled adolescents' sensitivity to nonverbal communication and social skills should be studied.

scholarly journals Reading Lies: Nonverbal Communication and Deception

2019 ◽  
Vol 70 (1) ◽  
pp. 295-317 ◽  
Author(s):  
Aldert Vrij ◽  
Maria Hartwig ◽  
Pär Anders Granhag
Keyword(s):  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
The State ◽  
Nonverbal Cues ◽  
Nonverbal Behaviors ◽  
State Of Affairs ◽  
The Relationship

The relationship between nonverbal communication and deception continues to attract much interest, but there are many misconceptions about it. In this review, we present a scientific view on this relationship. We describe theories explaining why liars would behave differently from truth tellers, followed by research on how liars actually behave and individuals’ ability to detect lies. We show that the nonverbal cues to deceit discovered to date are faint and unreliable and that people are mediocre lie catchers when they pay attention to behavior. We also discuss why individuals hold misbeliefs about the relationship between nonverbal behavior and deception—beliefs that appear very hard to debunk. We further discuss the ways in which researchers could improve the state of affairs by examining nonverbal behaviors in different ways and in different settings than they currently do.

The Relationship of Comorbid Problem Behaviors to Social Skills in Persons With Profound Mental Retardation

2006 ◽  
Vol 30 (4) ◽  
pp. 496-506 ◽  
Author(s):  
Johnny L. Matson ◽  
Noha F. Minshawi ◽  
Melissa L. Gonzalez ◽  
Stephen B. Mayville
Keyword(s):  
Mental Retardation ◽  
Social Skills ◽  
Problem Behaviors ◽  
Profound Mental Retardation ◽  
Relationship Of ◽  
The Relationship

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

The Relationship of Verbal and Nonverbal Communication

1982 ◽  
Vol 66 (1) ◽  
pp. 72
Author(s):  
Garland D. Bills ◽  
Mary R. Key
Keyword(s):  
Nonverbal Communication ◽  
Relationship Of ◽  
The Relationship

Autistic traits in adults with learning disabilities

1997 ◽  
Vol 170 (6) ◽  
pp. 502-506 ◽  
Author(s):  
Sabyasachi Bhaumik ◽  
David Branford ◽  
Catherine McGrother ◽  
Catherine Thorp
Keyword(s):  
Learning Disabilities ◽  
Autistic Traits ◽  
Learning Disabled ◽  
Population Based ◽  
Service Planning ◽  
Adults With Learning Disabilities ◽  
Maladaptive Behaviours ◽  
Relationship Of ◽  
Challenging Behaviours ◽  
The Relationship

BackgroundAlthough many adults with learning disabilities show features of autistic syndrome, there have been very few population-based studies. We explored the prevalence of autistic traits and their association with maladaptive behaviours in a geographically defined population of adults with learning disabilities.MethodThe carers of 220l adults with learning disabilities were interviewed, and information was sought concerning aspects of their behaviour and ability. Individuals were scored according to the number of core autistic traits displayed. The prevalence of autistic traits was examined in respect of aspects of behaviour and ability.ResultsAutistic traits were common among adults with learning disabilities. Those with a higher number of autistic traits were more likely to be profoundly learning disabled and demonstrate awide range of challenging behaviours.ConclusionsMany adults with learning disabilities demonstrate autistic traits. The relationship of autistic traits with challenging behaviour has major implications in service planning and delivery.

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