Satisfaction Level of Intellectual Disable Children’s Teachers about the Social Skills Curriculum at Primary Level in Punjab

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

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The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

British Journal of Occupational Therapy ◽

10.1177/03080226211022953 ◽

2021 ◽

pp. 030802262110229

Author(s):

Selma Ercan Doğu ◽

Hülya Kayıhan ◽

Ahmet Kokurcan ◽

Sibel Örsel

Keyword(s):

Social Skills ◽

Occupational Therapy ◽

Social Participation ◽

Social Skills Training ◽

Clinical Symptoms ◽

Training Group ◽

Skills Training ◽

Occupational Performance ◽

The Social ◽

Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

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Social Skills Practice Strategy Opportunities for Students With EBD

Beyond Behavior ◽

10.1177/10742956211020832 ◽

2021 ◽

pp. 107429562110208

Author(s):

Skip Kumm ◽

Jacob Reeder ◽

Erin Farrell

Keyword(s):

Social Skills ◽

Behavioral Disorders ◽

School Environment ◽

Social Skills Training ◽

Emotional And Behavioral Disorders ◽

Skills Training ◽

Social Skills Interventions ◽

The Social ◽

Meta Analyses ◽

Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

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Chilean Version of the Empathy Quotient (EQ) Scale: Adaptation and Psychometric Properties

The Spanish Journal of Psychology ◽

10.1017/sjp.2021.26 ◽

2021 ◽

Vol 24 ◽

Author(s):

Ana María Fernández ◽

Carmen Gloria Baeza ◽

Paula Pavez ◽

Nerea Aldunate

Keyword(s):

Social Skills ◽

Psychometric Properties ◽

Emotional Reactivity ◽

Structural Model ◽

Cognitive Empathy ◽

Reactivity Index ◽

Community Group ◽

The Social ◽

Empathy Quotient ◽

Aggression Questionnaire

Abstract We evaluated the psychometric properties of the empathy quotient (EQ) scale translated to Spanish in Chile. We estimated its structural validity, and its construct validity with other convergent measures of empathy and attachment, as well an inversely associated construct such as aggression. We used a general sample of students and community individuals (n = 336). Participants completed the EQ, Interpersonal Reactivity Index (IRI), and Buss-Perry Aggression Questionnaire (BPAQ). Another exclusively community group (n = 102) completed Collins Adult Attachment scale and the EQ. CFA and ESEM analyses confirmed the structural model fit of the data to three previously reported dimensions of the EQ: cognitive empathy (CE), emotional reactivity (ER) and social skills (SS). Sex-differences in emotional reactivity, and the predicted relationships with the convergent measures were observed. The current Chilean version of the EQ resulted in an appropriate multidimensional measurement of empathy. Finally, providing a specific social skills dimension extends the traditional conception of cognitive and affective empathy to the social realm in the Chilean context.

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Reliability and Validity of a Simple Measure for Assessing the Social Skills of People with Schizophrenia Necessary for Seeking and Securing a Job

Canadian Journal of Occupational Therapy ◽

10.1177/000841740006700407 ◽

2000 ◽

Vol 67 (4) ◽

pp. 250-259 ◽

Cited By ~ 12

Author(s):

Hector Tsang ◽

Veronica Pearson

Keyword(s):

Social Skills ◽

Reliability And Validity ◽

Simple Measure ◽

The Social

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GAME-COGNITIVE SITUATIONS TO STIMULATE PROSOCIAL BEHAVIOR

Education and Technologies Journal ◽

10.26883/2010.211.3004 ◽

2021 ◽

Vol 12 (1) ◽

pp. 44-48

Author(s):

Radoslav Penev ◽

◽

Luboslava Peneva ◽

Keyword(s):

Prosocial Behavior ◽

Social Relationships ◽

Educational Process ◽

School Age ◽

Primary Level ◽

The Social ◽

Teachers And Parents ◽

Primary School Age ◽

Educational Orientations ◽

Good And Evil

The process of development in preschool and primary school age implies the expansion of contacts with the social environment and, accordingly, the opportunities for full and diverse communication. There are new real and virtual models, in addition to parents, for imitation and identification, the process of social learning is developing in terms of attempts to model social relationships. The game-cognitive situations for stimulating prosocial behavior (behavior aimed at external observance of social norms) presented and tested in the educational process in the kindergarten are a consequence of a study of the life values and educational orientations of the modern Bulgarian family, as well as the notions of 5–7-year-old children about the needs and claims between children, teachers and parents, their ideas of good and evil, likes and dislikes of peers. They can also be realized in the system of the primary level of primary education in the classroom.

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Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

Journal of Intellectual Disability - Diagnosis and Treatment ◽

10.6000/2292-2598.2021.09.06.5 ◽

2021 ◽

Vol 9 (6) ◽

pp. 615-627

Author(s):

Eleni Laskaraki ◽

Anastasia Alevriadou ◽

Eleni Rachanioti

Keyword(s):

Social Skills ◽

Intellectual Disabilities ◽

Adult Life ◽

Skills Training ◽

Transition Age Youth ◽

Social Skills Interventions ◽

Transition Age ◽

Job Tasks ◽

Target Behaviors ◽

The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

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