scholarly journals Increasing Social Behaviour through Self-Management Strategy at the Children with Autism in the Inclusive Kindergarten

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
External Validity ◽  
Management Strategy ◽  
Social Behaviors ◽  
Children With Autism ◽  
Self Management ◽  
Social Response ◽  
Response Scale ◽  
Video Recordings ◽  
The Social ◽  
Internal And External Validity

This study aims to increase these social behaviors children with autism through self-management strategy (SMS by peers. The participants of this study were three children with autism and three normal students in the Kindergarten School. The effectiveness of the intervention was measured in the learning process, recess, and physical exercise activities. The data were collected through video recordings for 10 minutes. In addition, this study has validated the data for both internal and external validity by using the Social Response Scale to the class teachers and special teachers. The results show that the SMS that was mediated by peers has an impact on the social behaviors, including in starting the conversation, starting the game, and keeping the interaction of the children with autism. Finally, some limitations and further research are discussed.

scholarly journals Using the RE-AIM framework to evaluate internal and external validity of mobile phone–based interventions in diabetes self-management education and support

2020 ◽  
Vol 27 (6) ◽  
pp. 946-956 ◽  
Author(s):  
Yilin Yoshida ◽  
Sonal J Patil ◽  
Ross C Brownson ◽  
Suzanne A Boren ◽  
Min Kim ◽  
...  
Keyword(s):  
External Validity ◽  
Management Education ◽  
Data Extraction ◽  
Internal Validity ◽  
Self Management ◽  
Future Research ◽  
Limited Information ◽  
Quality Of Reporting ◽  
Screening Process ◽  
Internal And External Validity

Abstract Objective We evaluated the extent to which studies that tested short message service (SMS)– and application (app)-based interventions for diabetes self-management education and support (DSMES) report on factors that inform both internal and external validity as measured by the RE-AIM (Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance) framework. Materials and Methods We systematically searched PubMed, Embase, Web of Science, CINAHL (Cumulative Index of Nursing and Allied Health Literature), and IEEE Xplore Digital Library for articles from January 1, 2009, to February 28, 2019. We carried out a multistage screening process followed by email communications with study authors for missing or discrepant information. Two independent coders coded eligible articles using a 23-item validated data extraction tool based on the RE-AIM framework. Results Twenty studies (21 articles) were included in the analysis. The comprehensiveness of reporting on the RE-AIM criteria across the SMS- and app-based DSMES studies was low. With respect to internal validity, most interventions were well described and primary clinical or behavioral outcomes were measured and reported. However, gaps exist in areas of attrition, measures of potential negative outcomes, the extent to which the protocol was delivered as intended, and description on delivery agents. Likewise, we found limited information on external validity indicators across adoption, implementation, and maintenance domains. Conclusions Reporting gaps were found in internal validity but more so in external validity in the current SMS- and app-based DSMES literature. Because most studies in this review were efficacy studies, the generalizability of these interventions cannot be determined. Future research should adopt the RE-AIM dimensions to improve the quality of reporting and enhance the likelihood of translating research to practice.

Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders

2006 ◽  
Vol 37 (8) ◽  
pp. 1550-1561 ◽  
Author(s):  
Brian A. Boyd ◽  
Maureen A. Conroy ◽  
G. Richmond Mancil ◽  
Taketo Nakao ◽  
Peter J. Alter
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Circumscribed Interests ◽  
The Social ◽  
Spectrum Disorders

Two measures of self-regulation for young adults and late adolescents in the academic and social domains

2012 ◽  
Vol 36 (6) ◽  
pp. 476-488 ◽  
Author(s):  
John Geldhof ◽  
Todd D. Little ◽  
Patricia H. Hawley
Keyword(s):  
Young Adults ◽  
External Validity ◽  
Self Regulation ◽  
Social Self ◽  
Late Adolescents ◽  
Domain Specific ◽  
The Social ◽  
Two Measures ◽  
Using Data ◽  
Internal And External Validity

In this paper we present domain-specific measures of academic and social self-regulation in young adults. We base our scales on Baltes and colleagues’ Selection, Optimization, and Compensation (SOC) model, and establish the factor structure of our new measures using data collected from a sample of 152 college students. We then compare the predictive validity of our scales to that of a domain-general version of the original SOC questionnaire. Our results support the internal and external validity of the academic SOC scale, although support for the social SOC scale is more tentative than support for our academic measure. We discuss these scales as useful supplements to the existing SOC questionnaire.

scholarly journals Experimental practices and objectivity in the social sciences: re-embedding construct validity in the internal–external validity distinction

Synthese ◽  
2021 ◽  
Author(s):  
María Jiménez-Buedo ◽  
Federica Russo
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Construct Validity ◽  
External Validity ◽  
Natural Sciences ◽  
Objective Knowledge ◽  
Biomedical Sciences ◽  
The Social ◽  
Experimental Validity ◽  
Internal And External Validity

AbstractThe experimental revolution in the social sciences is one of the most significant methodological shifts undergone by the field since the ‘quantitative revolution’ in the nineteenth century. One of the often valued features of social science experimentation is precisely the fact that there are (alleged) clear methodological rules regarding hypothesis testing that come from the methods of the natural sciences and from the methodology of RCTs in the biomedical sciences, and that allow for the adjudication among contentious causal claims. We examine critically this claim and argue that some current understandings of the practices that surround social science experimentation overestimate the degree to which experiments can actually fulfil this role as “objective” adjudicators, by neglecting the importance of shared background knowledge or assumptions and of consensus regarding the validity of the constructs involved in an experiment. We take issue with the way the distinction between internal and external validity is often used to comment on the inferential import of experiments, used both among practitioners and among philosophers of science. We describe the ways in which the more common (dichotomous) use of the internal/external distinction differs from Cook and Campbell’s original methodological project, in which construct validity and the four-fold validity typology were all important in assessing the inferential import of experiments. We argue that the current uses of the labels internal and external, as applied to experimental validity, help to encroach a simplistic view on the inferential import of experiments that, in turn, misrepresents their capacity to provide objective knowledge about the causal relations between variables.

The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (6) ◽  
pp. 678-689 ◽  
Author(s):  
Michelle Dean ◽  
Robin Harwood ◽  
Connie Kasari
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Social Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Social Challenges ◽  
Compensatory Behaviors ◽  
The Social

This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder = 24 girls and 24 boys, typically developing = 24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ ⩾ 70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified.

scholarly journals Reflection of professional abilities as resources of personality development of modern civil servants

2021 ◽  
Vol 2-3 (23) ◽  
pp. 24-31
Author(s):  
Olena Gorova ◽  
Keyword(s):  
Management Strategy ◽  
Personality Development ◽  
Civil Servants ◽  
Self Management ◽  
Effective Management ◽  
Social Component ◽  
The Social ◽  
The World ◽  
Ethical Norms ◽  
The Individual

Introduction.The problem of maintaining the mental health of the individual in the process of building a successful career is often studied by scientists in the context of the ability to strategic life management. Personal self-management involves the formation of an image of the world in which a person lives and oneself as part of this world, which is not possible without a developed reflection of their resources.Aim: to determine the reflection of professional abilities as resources of personality development of modern civil servants.Results. Based on the results of the analysis of the social component of reflection, it can be concluded that there is sufficient differentiation of the circle of reference persons, which includes well-known statesmen. This means that management is an important part of their lives and self-realization.Conclusion. An empirical study of the features of reflection on the professional abilities of public sector civil servants has been carried out. Peculiarities of activity and social component of reflection of professional abilities of civil servants are described. According to the results of the analysis of social reflection for most of therespondents, an effective management strategy is associated with their compliance with ethical norms.

The interactional use of eye-gaze in children with autism spectrum disorders

2014 ◽  
Vol 15 (2) ◽  
pp. 233-259 ◽  
Author(s):  
Terhi Korkiakangas ◽  
John Rae
Keyword(s):  
Conversation Analysis ◽  
Quantitative Methods ◽  
Eye Gaze ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Interactional Competence ◽  
Video Recordings ◽  
The Social ◽  
Spectrum Disorders ◽  
Social Use

The well-known impairments in the social use of eye-gaze by children with autism have been chiefly explored through experimental methods. The present study aims to contribute to the naturalistic analysis of social eye-gaze by applying Conversation Analysis to video recordings of three Finnish children with a diagnosis of autism, each interacting with familiar others in ordinary settings (total 6 hours). The analysis identifies two interactional environments where some children with autism show eye-gaze related competence with respect to gazing at their co-participants: these are when the child carries out an initiating action or a responsive action. We discuss how this qualitative analysis of interactional structure could be extended using quantitative methods and eye-tracking technology in order to develop a better understanding of the disorder. Keywords: Autism; eye-gaze; conversation analysis; social interaction; interactional competence

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