scholarly journals Language development and social emotions in children with speech delay: case study of 9 year olds in elementary school

2019 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Fitriyani Fitriyani ◽  
Mohamad Syarif Sumantri ◽  
Asep Supena
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Emotional Behavior ◽  
Intervention Programs ◽  
Language Delay ◽  
Major Influence ◽  
Speech Delay ◽  
Social Emotional Development ◽  
Social Emotional

This research was conducted to describe language development and social-emotional behavior that affect children with speech delays, ranging from early detection of language and speech problems, intervention programs, academic development in schools and social-emotional development and accompanying factors. children with late talk. This study is based on observations of a 9-year-old child, conducted from September 2018 to January 2019, with several data acquisitions since 2012 when early detection of language disorders and speech. It conducted the study using a qualitative approach with a case study method. Collecting data through observation, interviews and document studies. This study describes develop children with problems with speech and language delay (speech delay), seen from the cognitive, affective and psychomotor aspects and the influence of their social-emotional behavior. The findings in this study are social-emotional behaviors that have a major influence on develop children with language delay disorders, which require intervention programs suitable with the support of the family and the surrounding environment.

scholarly journals The Influence Of Single Parent Parenting Style On Social Emotional Development Women Student Of Al-Istiqamah Ngatabaru Modern Islamic Boarding School

2020 ◽  
Vol 2 (2) ◽  
pp. 21-36
Author(s):  
Beti Wulandari ◽  
Sagaf S. Pettalongi ◽  
Hamlan Hamlan
Keyword(s):  
Social Development ◽  
Parenting Style ◽  
Descriptive Analysis ◽  
Boarding School ◽  
Positive Influence ◽  
Single Parent ◽  
Emotional Behavior ◽  
Coefficient Of Determination ◽  
Social Emotional Development ◽  
Social Emotional

This study was conducted in al-istiqamah ngatabaru modern islamic boarding school with sample of 50 students. Data were gathered through  observation and questionnaires. The data were analysed  using  descriptive analysis approach.  The results showed that the parenting style applied by each parents of students in general can be said to be quite democratic, but none of the parents of students who apply pure democratic parenting. Under certain circumstances, parents are authoritarian and in another  circumstances parents are permissive. Based on the significant value of the Coefficients table, the significance value of 0,000 <0,05, then based on the known value of , while the Ttable value at the error level 5% = 2.011, thus the statement can be written that, tcount>  (18.254 <2.011 ), the degree of the influence of single parent parenting style on social emotional behavior women student of al-istiqamah ngatabaru modern islamic boarding school also can be known through the magnitude of coefficient of determination (R Square) is 0.871 or 87.1%. This means that 12.9% is influenced by other factors not included in this study. so it can be concluded that single parent parenting style (X) parenting variable influential to emotional social development variable (Y), the result is significant hypothesis that there is positive influence between parenting parent single parent to emotional social development santriwati pondok pesantren modern Al-istiqamah Ngatabaru.

How the Emotional Environment Shapes the Emotional Life of the Child

2021 ◽  
pp. 237273222110672
Author(s):  
Vanessa LoBue ◽  
Marissa Ogren
Keyword(s):  
Young Children ◽  
Emotion Understanding ◽  
Emotional Behavior ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Life ◽  
Emotional Information ◽  
Emotional Environment ◽  
Vocal Expressions ◽  
Infants And Young Children

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants’ emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

scholarly journals The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development

2021 ◽  
Vol 7 (1) ◽  
pp. 1-14
Author(s):  
Evania Yafie ◽  
Olusola-Fadumiye Titilope Olufunke ◽  
Manal Ali ◽  
Inayatur Robbaniyah ◽  
Lisa Nur Maulidia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Teaching Methods ◽  
Emotional Development ◽  
Multimedia Learning ◽  
High Reliability ◽  
Social Emotional Development ◽  
Social Emotional ◽  
A Value ◽  
The Impact

The purpose of this study was to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out. This study is based on the impact of the viral pandemic, limiting learning activities and social relationships between children and peers, which can further impact children's socio-emotional and language aspects. However, teachers can overcome impact by providing appropriate stimulation to children through learning strategies, i.e., by combining imaginative methods and multimedia learning. The is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years. The reliability testing results obtained a value of 0.893 for social-emotional development and 0.821 for language development, which means high reliability. The normality test is carried out using the Kolmogorov Smirnov test showing a value of 0.347 for social-emotional development and 0.527 for language development; this indicates that the data have a normal distribution because they have a value above 0.05. The t-test results show that all t count> t-table and all sig values ​​are 0.000 <0.05. Therefore, the combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development.

scholarly journals Early Developmental Support Intervention with A Case at Risk for Autism

2020 ◽  
Vol 8 (18) ◽  
Keyword(s):  
Emotional Development ◽  
Sense Of Self ◽  
Developmental Differences ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Therapeutic Practice ◽  
The Family ◽  
Autistic Symptoms ◽  
Developmental Support

Autism is generally defined in terms of lack of social interaction and communication also presence of repetitive and bizarre behaviors. Developmental differences are commonly seen in social-emotional domain. It is thought that play and art-based psychotherapy will be functional in stimulating social-emotional development (to awaken and to enhance the desire for relationship, to form and to improve the sense of self, to stimulate social communication). This case study is about a 19-month-old boy with early autistic symptoms. 60-session developmental support included an evaluation that begins with the identification of signs of autistic development and play and/or art therapy techniques. Also, psychotherapy sessions with her mother were conducted correspondingly. The therapeutic work was grounded on psychodynamic theory, formulation and techniques. The observations of the family, and especially transformation and improvement in the mother’s holding and containing capacity were evaluated through psychodynamic formulation. At the end of 60 sessions, it was observed that Y.K. was no longer hesitant to make eye connection, he felt desire to express himself, his vocabulary was improved, his plays were elaborated, he made progress on his individuation, also he could express his creative potential which is important for the development of the self. This case study suggests a therapeutic practice, which involves the identification of prodromal autistic symptoms, supporting development through socio-emotional stimulation via play and art through child-therapist interaction and addressing the family in a systematic way. Keywords Autism, early symptoms, social-emotional development, play therapy

scholarly journals Validation of language evaluation scale Trivandrum in children aged 3 -6 years attending well baby clinic in a tertiary care hospital

2016 ◽  
Vol 4 (1) ◽  
pp. 129
Author(s):  
Avinash Singraiah ◽  
Pavan Hegde ◽  
Hazel D. Mendonsa
Keyword(s):  
Language Development ◽  
Predictive Value ◽  
Screening Tool ◽  
Tertiary Care Hospital ◽  
Tertiary Care ◽  
Language Delay ◽  
Care Hospital ◽  
Speech Delay ◽  
Baby Clinic ◽  
Simple Screening

Background: Delay in language development is often an early and most sensitive indicator of intellectual disability. Language delay should be detected in early stages for early intervention, so our study is to validate a simple screening tool to assess language and speech delay in a tertiary care setting. Present study was conducted to validate LEST to use in pediatric clinics to identify delay in language development among children of 3-6years, and to compare LEST and extended receptive expressive emergent scale (Extended REELS).Methods: This was a cross sectional descriptive study done in children aged 3-6 years attending well baby clinic at a tertiary care hospital. Total sample size was 100. After the written informed consent, LEST was applied to all children initially and then extended REELS was administered in the department of speech and hearing.Results: The prevalence of language and speech delay in the present study was 16%. When one item delay was taken as ‘LEST delay’ (test positive), the sensitivity and specificity of LEST was found to be 25% and 80% respectively with a negative predictive value of 85% and Likelihood ratio (LR - negative) of 0.9. When two item delay was taken as ‘LEST delay, sensitivity and specificity, was found to be 44% and 99% respectively with a negative predictive value of 91% and LR (negative) of 0.5.Conclusions: The 16% prevalence of language delay in the children indicates the need for an early identification and for it a simple screening tool like LEST is a must during the routine evaluation of young children in pediatric clinics. 

Use of the Language Development Survey (LDS) in a National Probability Sample of Children 18 to 35 Months Old

2002 ◽  
Vol 45 (4) ◽  
pp. 733-743 ◽  
Author(s):  
Leslie Rescorla ◽  
Thomas M. Achenbach
Keyword(s):  
Native Americans ◽  
Language Development ◽  
Child Behavior Checklist ◽  
South Asians ◽  
Population Sample ◽  
Emotional Behavior ◽  
Ethnic Composition ◽  
Language Delay ◽  
Probability Sample ◽  
National Probability Sample

Data are reported from a national probability sample used to norm the Language Development Survey (LDS; L. Rescorla, 1989) and the Child Behavior Checklist for Ages 1 1/2–5 (CBCL/1 1/2–5; T. M. Achenbach & L. Rescorla, 2000). Participants were 278 children 18 to 35 months old who were highly diverse in socioeconomic status (SES), ethnic composition, and language background. Vocabulary scores increased markedly with age, were somewhat higher in girls, and were modestly correlated with SES. Children of non-Latino White ethnicity had significantly higher vocabulary scores and mean length of phrases than children of African American or ‘other’ ethnicity (Hispanics/Asians/Native Americans/ South Asians/mixed), even when SES was used as a covariate. Rate of language delay, using the cut-off of fewer than 50 words or no word combinations, was lower in the non-Latino White group (4%) than in the other two ethnicity groups (29% and 24%). Correlations between LDS scores and problem scores on the CBCL/1 1/2–5 were low, indicating that language delay and emotional/behavior problems were not closely associated in this general population sample of children 18 to 35 months old.

A single-subject case study of twice exceptionality

2022 ◽  
pp. 026142942110647
Author(s):  
Samed Yenioğlu ◽  
Macid Ayhan Melekoğlu ◽  
Büşra Yılmaz Yenioğlu
Keyword(s):  
School Teacher ◽  
Gifted Student ◽  
Special Education Teacher ◽  
Single Subject ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Twice Exceptional ◽  
And Mathematics

Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

scholarly journals The association between social emotional development and symptom presentation in autism spectrum disorder

2020 ◽  
Vol 32 (4) ◽  
pp. 1206-1216
Author(s):  
Kyle B. Reid ◽  
Lori-Ann R. Sacrey ◽  
Lonnie Zwaigenbaum ◽  
Sarah Raza ◽  
Jessica Brian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Development ◽  
Autism Spectrum ◽  
Emotional Behavior ◽  
Spectrum Disorder ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Increased Risk ◽  
History Of ◽  
Atypical Development

AbstractUnderstanding differences in social-emotional behavior can help identify atypical development. This study examined the differences in social-emotional development in children at increased risk of an autism spectrum disorder (ASD) diagnosis (infant siblings of children diagnosed with the disorder). Parents completed the Brief Infant-Toddler Social-Emotional Assessment (BITSEA) to determine its ability to flag children with later-diagnosed ASD in a high-risk (HR) sibling population. Parents of HR (n = 311) and low-risk (LR; no family history of ASD; n = 127) children completed the BITSEA when their children were 18 months old and all children underwent a diagnostic assessment for ASD at age 3 years. All six subscales of the BITSEA (Problems, Competence, ASD Problems, ASD Competence, Total ASD Score, and Red Flags) distinguished between those in the HR group who were diagnosed with ASD (n = 84) compared to non-ASD-diagnosed children (both HR-N and LR). One subscale (BITSEA Competence) differentiated between the HR children not diagnosed with ASD and the LR group. The results suggest that tracking early social-emotional development may have implications for all HR children, as they are at increased risk of ASD but also other developmental or mental health conditions.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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