scholarly journals Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders

2021 ◽  
Vol 13 (5) ◽  
pp. 2559
Author(s):  
Sima Zach ◽  
Orly Yazdi-Ugav
Keyword(s):  
Academic Achievement ◽  
Social Skills ◽  
Social Functioning ◽  
Motor Impairment ◽  
Learning Disorders ◽  
Policy Makers ◽  
Social Skills Rating System ◽  
Motor Abilities ◽  
The Social ◽  
And Behavior

The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, and 91 were children with learning disorders (LD). Measurements were: Children’s Sense of Coherence Scale, Children’s feelings of loneliness and social dissatisfaction, The Social Skills Rating System, and The Test of Motor Impairment–Henderson Revision. Results showed that LD explains all dependent variables in the model. According to this model, there is a valid reason for the controversy that still exists between policy makers who focus on academic achievement and early childhood educators who emphasize social skills and behavior.

scholarly journals Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress

Psico-USF ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 305-317 ◽  
Author(s):  
Marta Regina Gonçalves Correia-Zanini ◽  
Edna Maria Marturano
Keyword(s):  
Academic Achievement ◽  
Social Skills ◽  
Elementary Education ◽  
Behavioral Adjustment ◽  
General Intelligence ◽  
Continuous Increase ◽  
Social Skills Rating System ◽  
Stress Symptoms ◽  
The Social ◽  
Raven's Progressive Matrices

Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System.

2007 ◽  
Vol 22 (2) ◽  
pp. 162-199 ◽  
Author(s):  
M. Lee Van Horn ◽  
Sally Atkins-Burnett ◽  
Emilie Karlin ◽  
Sharon Landesman Ramey ◽  
Scott Snyder
Keyword(s):  
Social Skills ◽  
Rating System ◽  
Parent Ratings ◽  
Social Skills Rating System ◽  
The Social ◽  
Psychometric Analyses ◽  
Children's Social Skills

Correlations between Parents' and Teachers' Ratings of Social Skills for a Group of Developmentally Disabled Children in Iran

1999 ◽  
Vol 85 (3) ◽  
pp. 863-866 ◽  
Author(s):  
Sima Shahim
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Special Education Students ◽  
Behavioural Problems ◽  
Disabled Children ◽  
Social Skills Rating System ◽  
The Social ◽  
High Internal Consistency ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Parents' and teachers' ratings of social skills and behavioural problems for 89 special education students aged 8 to 15 yr. were measured using the Social Skills Rating System of Gresham and Elliott. The sample was selected in a school for educable mentally retarded children in Shiraz, Iran. The low to moderate correlations between the two sets of ratings suggest that assessment of social skills and behavioural problems should include the use of different rating scales in more than one setting. Sex differences were not significant for parents' and teachers' ratings of these disabled children. The scores showed high internal consistency.

scholarly journals Social skills of gifted and talented children

2014 ◽  
Vol 19 (4) ◽  
pp. 288-295 ◽  
Author(s):  
Maria Luiza Pontes de França-Freitas ◽  
Almir Del Prette ◽  
Zilda Aparecida Pereira Del Prette
Keyword(s):  
Social Skills ◽  
Gifted And Talented ◽  
Empirical Studies ◽  
Future Research ◽  
Gifted Children ◽  
Research Directions ◽  
Social Skills Rating System ◽  
Demographic Questionnaire ◽  
The Social ◽  
Future Research Directions

There is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. This study aimed to characterize the social skills of such children, identifying similarities and differences in the skill repertoire in comparison with non-gifted children. The sample contained 394 children from 8 to 12 years old, of which 269 children were identified as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. The results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. The implications of these results for the planning of educational programs are discussed and future research directions are identified.

scholarly journals Η αποτελεσματικότητα της εκπαίδευσης στις κοινωνικές δεξιότητες σε άτομα με σχιζοφρένεια

2020 ◽  
Vol 20 (1) ◽  
pp. 34
Author(s):  
Παρασκευή Ντούσια ◽  
Αντώνης Κατσαμάγκος ◽  
Μαρίνα Οικονόμου
Keyword(s):  
Social Skills ◽  
Case Management ◽  
Social Functioning ◽  
Self Efficacy ◽  
Social Contact ◽  
Skills Training ◽  
Problem Solving Skills ◽  
Conversation Skills ◽  
The Social ◽  
Pre Treatment

Ten individuals with schizophrenia and two with schizoaffective disorder received group training in social skills, including conversation skills, friendship skills, and dating skills as well as problem-solving skills. The training, coupled with case management, was administered twice per week for one hour each session for a total of 5 months. The primaryoutcome measures were the Social Contact and Communication subscales of the Life Skills Profile, the WHOQOL-BREF, and the Self-efficacy/self-esteem subscale of the Empowerment Scale. Based on these, participants’ social functioning, community functioning, and self-efficacy perceptions were assessed respectively. Measures were taken at pre-treatment and post-treatment. Patients’ social functioning andcommunity functioning improved over time whereas self-efficacy beliefs did not significantly change. Patients who completed homework assignments frequently improved more in social contact compared to patients who completed homework assignments infrequently. Findings suggest that social skills training for outpatients with chronic mental illness leads to acquisition of social skills that are important in everyday life. Case management is a critical aspect of treatment that enhances learning and transfer of social skills outside the immediate training setting. Benefits from social skills homework assignments mainly depend on the type of homework.

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