Whole and refined grains consumption and social interaction in children: a cross-sectional study.

In China, the middle-class families have an increasing demand for finding the right way to educate their children, because the evidence shows that the formation of children's correct social interaction behavior is closely related to family education. This paper investigates the relationship between education style and children's correct social interaction behavior through four dimensions: parents' educational philosophy, parents' intervention degree in children's activities, parents' communication style and children's social interaction performance. The results show that family education will lead to the formation of children's social interaction behavior no matter what kind it is, but democratic education can help make the formation of correct social interaction behavior and have a positive impact on the later stage of children. Because children's behavior is out of expectation, parents deepen the interference, which leads to the increase of uncertainty of family education. This feedback method promotes parents to reflect actively and injects new vitality into family education, which will promote children to form correct social interaction behavior.

The purpose of this study was to explore the effectiveness of the Turkish Version of the Responsive Teaching program applied as an online group intervention on autistic children and their fathers. In this study, conducted with pre-test-post-test control group experimental design, 20 father-child pairs were randomly assigned to the experimental and control groups. This study's independent variable was the implementation of the Turkish Version of the Responsive Teaching (TV-RT) program (TV-RT) applied as an online group intervention. The dependent variables of this study were (a) fathers' interactional behaviors, (b) fathers' ability to use TV-RT strategies, (c) children's interactional behaviors, (d) children's ability to use TV-RT pivotal behaviors, (e) children's social interaction behaviors (typical social interaction and autistic interaction), and (f) the opinions of the fathers and mothers of the children in the experimental group about the program and results. Data were collected with the Turkish Version of the Maternal/Parent Behavior Rating Scale (M/PBRS-TV) to measure fathers' interactional behaviors; the Responsive Teaching-Parent Strategy Profile (RT-PSP) to measure fathers' level of use of the TV-RT strategies; the Turkish Version of the Child Behavior Rating Scale (CBRS-TV) to measure children's interactional behaviors; the Responsive Teaching-Pivotal Behavior Profile (RT-PBP) to measure children's level of displaying TV-RT pivotal behaviors; and the Turkish Version of the Social Interaction Assessment Instrument (SIAI-TV) to measure children's social interaction behaviors (typical social interaction and autistic interaction). In addition, social validity data were collected from the fathers and mothers in the experimental group through satisfaction questionnaires. Results revealed that the fathers of autistic children who received the intervention differed significantly on the use of TV-RT strategies and the quality of interactional behaviors from the fathers who did not receive the intervention. On the other side, autistic children in the experimental group showed significant progress on interactional behaviors, TV-RT pivotal behaviors, and social interaction behaviors and improved changes on autistic interaction behaviors. Fathers who participated in the online group TV-RT program, and their wives (mothers) as outside observers, reported high satisfaction with the program. Results were discussed extensively, and future suggestions are provided.

The thalamus has extensive cortical connections and is an integrative hub for cognitive functions governing social behavior. This study examined (1) associations between thalamocortical resting-state functional connectivity (RSFC) and social behavior in children and (2) how various executive function (EF) subdomains mediate the association between thalamocortical RSFC and social behavior. Children from the autism brain imaging data exchange (ABIDE) initiative with neuroimaging, behavioral, and demographic data were included in our study (age < 14, ASD; n = 207, typically developing; n = 259). Thalamocortical RSFC was examined for associations with social communication and interaction (SCI) scores (SRS; social responsiveness scale) using Spearman's rank-order correlation, first in ASD children and then in typically developing children. This was followed by a more granular analysis at the thalamic subregion level. We then examined the mediating roles of eight EF subdomains in ASD children (n = 139). Right thalamus-default mode network (DMN) RSFC was significantly associated with SCI scores in ASD children (ρ = 0.23, pFDR = 0.012), primarily driven by the medial (ρ = 0.22, pFDR = 0.013), ventral (ρ = 0.17, pFDR = 0.036), and intralaminar (ρ = 0.17, pFDR = 0.036) thalamic subregions. Cognitive flexibility (ACME = 0.13, punc = 0.016) and emotional control (ACME = 0.08, punc = 0.020) significantly mediated the association between right thalamus-DMN RSFC and SCI scores. This study provided novel insights into the association between thalamocortical RSFC and social behavior in ASD children at the thalamic subregion level, providing higher levels of precision in brain-behavior mapping. Cognitive flexibility and emotion regulation were highlighted as potential targets to ameliorate the downstream effects of altered thalamocortical connectivity to improve social outcomes in ASD children.

Most studies of social interactions with peers, including studies of friendship, assume that the basic rules and values about children's interaction in European American culture are universally shared by all cultures around the world – for example, parental goals for children's social interaction, concepts of friendship, and patterns of interacting with other children. Ethnographic studies of other cultures strongly suggest that this is not a reasonable assumption to make. Rules about social interaction in general and the nature of friendship in particular vary widely from one culture to the next. Thus, the culturally structured goals for the socialization of children and the daily activities of children also differ (e.g., Whiting & Edwards, 1988). Under these conditions, children's social behavior, including their interaction with other children, will differ widely by culture. This chapter illustrates such variation through a case study of Yucatec Mayan children growing up in their traditional village in Mexico. These children spend most of their time interacting with family members, including their siblings and other children who are their close relatives. Friendships and other significant peer relationships outside of this family circle are rare. This chapter examines how the literature on friendship and peer interactions is relevant for interpreting these children's experiences as well as how this case study is relevant for reevaluating current theories about children's social interactions. Activity theory is the theoretical perspective that underlies this study.

Strategies and tactics for promoting generalization and maintenance of young children's social behavior

Various therapeutic interventions have been studied and found to be effective in reducing the stereotypical behaviors of children with autism spectrum disorder (ASD). There has been increasing interest in using animal-assisted interventions (AAIs) as an alternative approach to therapeutic rehabilitation for children with ASD, and many studies have reported that AAI has significant benefits for the cognitive, psychological, and social behavior of children with ASD. The present study was designed to examine the effects of a 16 weeks therapeutic horseback riding program on social interaction and communication skills in children with autism. Eighty-four children diagnosed with ASD, aged between 6 and 12 years old, were recruited for this study. All selected participants met the DSM-V criteria, and a total of sixty-one participants (N = 61) completed the study. A quasi-experimental design with an experimental group and control group was implemented for this study, taking measurements at pre-test, interim-test, and post-test to monitor the behavior changes in social and communication throughout the 16-week intervention. Repeated measures ANOVA and the independent sample t-test were used for data analysis, to assess the difference between the experimental group and control group. The results indicated that the THR program had positive influences on overall social skills and communication, based on the SSIS and the ABLLS-R scores, compared to the control group (p < 0.05). A notable improvement in the overall social interaction score was observed from the interim-testing point to post-test. In addition, participants in the therapeutic horseback riding (THR) group achieved significant improvements on six out of seven items in their communication evaluations. In conclusion, after 16 weeks of intervention, the THR program significantly enhanced the subdomains of social and communication skills in the areas of social interaction, communication, responsibility, and self-control, compared to the control group.

The Child Care Ecology Inventory: A domain-specific measure of home-based child care quality to promote social competence for school readiness

Preventive efforts in realizing a harmonious life in society, especially among children with an attitude of diversity, can apply one strategy that can be tried, namely through the use of digital literacy through social media dissemination to Pasuruan city children who are members of the children's forum platform membership. Quantitative research is used in this type of study, survey research is the method used. Through the survey method, this research was conducted in an effort to reveal the attitudes and understanding of Pasuruan city's children's forum towards the values of diversity through digital literacy (social media dissemination). The presentation of the research results describes the profile of the Pasuruan City Children's Forum, in particular the behavior and social interactions of the Pasuruan city children's forum itself, and a portrait of the values diversity in structure of social strata the community. Based on data reduction, the research results are classified into two findings. First, the behavior and social interaction of the children's forum on the use of digital literacy and second, the portrait of the values of the diversity of the children's forum in Pasuruan. The behavior and interaction of children's forums in the city of Pasuruan shows that they are digitally literate and actively use social media, social media has advantages and practical values in its use in instilling the values of diversity. The existence of social media hasdirectedchildren's behavior and social interactions to online behavior. Children's forums are depicted in their behavior and interactions through social media and there are some information content on the values of diversity that are instilled by the community. Among them are reading, searching or research, responding and then following up, and finally spreading it.

The article focuses on the relationship between emotional identification and individual social behavior in children with hearing impairment who are integrated into a general educational environment. This suggests a study of the specific characteristics of emotional identification and strategies of individual social behavior in children with hearing impairment and their hearing peers. The study involved 32 children of preschool age (N=32, 5 – 7 years of age), educated in general kindergartens. The experimental group included 14 children (heterogeneous group according to auditory status), and the control group – 18 hearing children. The following methods were used: Emotional Faces and Individual Social Behavior. The results showed that the hearing children did better in terms of basic assessment of other people’s emotions than the children with hearing impairment. It was found that negative emotions were better identified by children with hearing experience compared to their deaf peers. Moreover, the hearing impaired children, compared to the control group, are more likely to seek a peers’ attention, follow them in their activities, join their play and express positive emotions towards them. The relationship between the characteristics of emotional identification and the categories of individual social behavior was confirmed. Differences were found in the structure of the relationship between the characteristics of emotional identification and the categories of social behavior in hearing impaired and hearing children.

This study examined child and family factors that may influence the Social Communication Questionnaire (SCQ) in English- and Spanish-speaking samples. A total of 199 English- or Spanish-speaking mothers completed the SCQ. Results indicated that Spanish-speaking mothers with limited educational attainment were more likely to report higher scores on the SCQ than those with higher educational attainment. Moreover, differences in response patterns were also observed between Spanish- and English-speaking mothers. That is, SCQ scores tended to be influenced by maternal education in the Spanish-speaking sample and by teachers’ reports of behavior/emotional problems in the English-speaking sample. These findings suggest that when using the SCQ, researchers, clinicians, and school providers need to be mindful that a high score on the SCQ does not necessarily indicate autism symptoms or characteristics. Rather, high SCQ scores might represent factors unrelated to autism symptoms, such as child and family characteristics. IMPACT STATEMENT The Social Communication Questionnaire (SCQ), an autism spectrum disorder screener, was administered to English- or Spanish-speaking mothers of school-aged children. Results from this study showed that the SCQ scores should be interpreted with caution when used with diverse students and students with emotional and behavior problems. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.1927830

Background/aims Communication problems are a core feature of autism spectrum disorder. These problems usually lead to challenges in social interactions. The aim of this study was to assess the effectiveness of the Son-Rise Programme on improving social interaction and communication in children with autism spectrum disorder. Methods Thirty children with autism spectrum disorder (aged 4–6) were involved in this study. The children were assigned randomly to one two groups, either the 1-week intensive Son-Rise Programme or the control group. They were evaluated using the Gilliam Autism Rating Scale before and after the study. Results The participants in the group of the Son-Rise Programme showed a significant improvement in their social interaction skills compared to the control group (P=0.001). Conclusions The Son-Rise Programme could improve social interaction in children with autism spectrum disorder.

This study focused on the communicative interaction of fathers with their Head Start children and the relationship of fathers' and children's communicative skills and child behavior problems early and late in the school year. The results indicate a relationship between children's communicative competence and social behavior. The structural models for externalizing and internalizing behavior confirm the hypothesis that father communication is linked to child communication skills and child communication is linked to behavior problems. The findings also suggest that children's communicative competence may have an ongoing direct effect on children's social behavior that transcends the impact that earlier social behavior has on later social behavior.

The goal of the current study was to investigate whether children's social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers' remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; Mincome = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children's verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children's antisocial and prosocial remarks mediated relations between their aggressive SIP and peers' subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children's social interaction, and (b) cycles of social interactions that maintain and reinforce children's SIP patterns. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effects of group socialization procedures on the social interactions of preschool children

This study examines racial/ethnic differences in the mean levels of children's internal beliefs, fantasies, and attributions about aggressive behavior; interpersonal negotiation strategies; and psychological symptomatology as well as differences in the relationships among these variables. African American (N=436) and Latino (N=387) second- through sixth-graders comprised the sample. African American children reported more aggressive fantasies; Latinos reported more prosocial fantasies and more normative beliefs about aggression. Ethnicity-by-grade interaction revealed that older Latino children and younger African American children had significantly higher mean levels. Path analysis revealed that hostile attributional biases were inversely related to conduct problems among Latinos such that high attributional ratings were associated with fewer reported conduct problems. Implications for research and practice are discussed. INTRODUCTION Most Americans agree that the problem of violence in the United States has reached epidemic proportions. Trends and patterns of violence, particularly among youth under age 18, have placed this issue at the forefront of scientific, public, and policy concern. The implications for preventive interventions for children and youth are especially clear when one realizes that rates of violence among youth less than 18 years of age continued to rise at a time when adult rates were falling (Fox,1996). A multitude of early interventions have been designed to address the problem (see reviews by Tolan & Guerra, 1994; Samples & Aber, in press; Yoshikawa, 1994, 1995), as it has been argued that childhood aggression is the best single predictor of risk for adult aggression (Huesmann, Eron, Lefkowitz, & Walder, 1984; Huesmann, Guerra, Miller, & Zelli, 1992). As these programs and research studies maintain, when developing and implementing preventive interventions, it is important both to identify those populations most at risk and to understand the developmental processes underlying aggression and violent behavior in children's social interactions. Elliott, Heizinga, and Ageton (1985) note that problems of aggression and violence are particularly salient among racial and ethnic minority youth, who are frequently poor, reside in urban centers, and more likely to be the victims of violent acts. Minorities living in disadvantaged urban communities are often cited as having the highest rates of violence, both as victims and perpetrators (Fox, 1996; Hammond & Yung, 1991; Lin, Bussiere, Matthews, & Wilber, 1994). Studies of children's social behavior have begun to make linkages between their social-cognitive processing patterns and patterns of aggression in their social exchanges, suggesting a direct relationship between the ways in which children process social environmental cues and patterns of aggressive behavior among some children (Dodge, Murphy, & Buchsbaum, 1984; Guerra, Huesmann, & Hanish, in press). Unfortunately, racial/ethnic differences in the examination of the relationship between children's cognitions and later aggression have largely been ignored or underinvestigated. Much of the research in this area has been conducted on White samples and has focused less on racial/ethnic or cultural differences within or across non-White samples than on the link between minority group status and poverty (Hawkins, 1993; Guerra, Huesmann, Tolan, Van Acker, & Eron, 1995; Stark, 1990, 1994). This study directly addresses this gap in knowledge. How children process social environmental cues is influenced by their evaluation of the extent to which others' behaviors and intentions are fair and justified (Elliott, Heizinga, & Ageton, 1985). Thus, it would seem that the cognitive processing skills that enable children to appropriately detect and interpret social cues would also reduce their tendencies toward aggression. On the other hand, the absence of effective social information processing skills should increase the risk of aggressive behavior among children. …