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.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals An exploratory study of the ways in which mothers keep their infants occupied

Curationis ◽  
1992 ◽  
Vol 15 (1) ◽  
Author(s):  
A. Botha ◽  
G. Cleaver
Keyword(s):  
Intellectual Development ◽  
First Year ◽  
Development Research ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Infant Research ◽  
Child Relationship ◽  
The Social ◽  
Mother And Child ◽  
Mother Child Relationship

The mother child relationship can help or hinder the social, emotional and intellectual development of the infant. Research has shown that the interaction between mother and child can affect the child’s cognitive development. Research has shown that mothers from the lower socio-economic groups do not stimulate their babies optimally and that this may affect the children negatively. In this study 86 underprivileged mothers from two different cultural backgrounds were asked to describe the ways in which they kept their infants occupied during the first year of their infants’ lives. The differences between the two groups are discussed and recommendations are made.

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

2021 ◽  
Vol 31 (1) ◽  
pp. 1-23
Author(s):  
Virginie Abat-Roy
Keyword(s):  
Program Implementation ◽  
Cultural Context ◽  
Study Data ◽  
Pet Therapy ◽  
Emotional Needs ◽  
Negative Effects ◽  
Social Emotional ◽  
Current State ◽  
The Social ◽  
State Of Research

As the academic and social-emotional needs of students in schools continue to increase, so too does the presence of dogs in educational spaces. This article aims to present an overview of past and present animal-assisted intervention practices in school settings. This comprehensive literature review examines the current state of research within this field of study. Data from 29 publications were selected according to strict inclusion and exclusion criteria. The results highlight three categories in which the presence of dogs in schools have an impact: social-emotional, cognitive, and physiological. Challenges to program implementation include health risks, cultural context, and negative effects on the animal. Due to the lack of school-based research, more study is needed, especially in order to understand the effect of dogs on the social-emotional learning of students. Finally, the welfare and training of the animals involved should be taken into consideration, and regulations regarding handler and animal training should be enforced.

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