Assessment Of Social Skills Research Articles

Empowering Social Growth Through Virtual Reality–Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial

Background Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. Objective This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. Methods A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. Results The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). Conclusions The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) RR2-10.2196/48208

Mindfulness-Based Interventions for People with Autism Spectrum Disorder: A Systematic Literature Review.

Mindfulness-based interventions (MBIs) have emerged in recent years as a strong candidate for the treatment of a range of difficulties faced by individuals with autism spectrum disorder (ASD), including cognitive, emotional, and social aspects. Therefore, we aimed to conduct a review that systematically examined the efficacy of MBIs for individuals with ASD and their caregivers. This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our literature search was conducted within the MEDLINE database. We included in the review only longitudinal or intervention studies focusing mainly on mindfulness principles, while we excluded mixed intervention studies. We only included studies that explicitly utilized quantitative methodologies for evaluating the outcomes of the interventions, including mental health indices (e.g., stress, anxiety, depression) and assessments of cognitive and social skills (e.g., attention, prosociality). We conducted also a risk of bias assessment through the method of the Cochrane risk of bias tool for intervention studies ROBINS-I. Thirty-seven studies were included in the review, and we grouped the studies by the targets of the interventions, i.e., adults (n = 12), children and adolescents (n = 9), caregivers and medical staff (n = 13), and combined intervention for both children/adolescents and their parents/caregivers (n = 5). The reviewed papers seem to support the feasibility and utility of mindfulness interventions for persons with ASD and their caregivers, but any recommendations based on this body of evidence should be made with caution due to the overall low quality of the studies conducted so far. The review reveals a positive outcome, including the alleviation of psychological distress, reduced behavioral problems, and enhanced cognitive and social skills in individuals with ASD. Despite such promising results, the review notes a limitation in the scarcity of MBIs for young patients, emphasizing caution in universally endorsing the existing literature. Moreover, the results underline the urgency of the exploration of tailored interventions for different ASD subgroups, considering varying levels of autism, and expanding support to teachers in educational settings.

The relationship of neurocognitive and social cognitive performance to social competence and appropriateness on a performance-based social skills assessment in individuals with psychosis and unaffected controls

Social deficits are common in psychosis. The Social Skills Performance Assessment (SSPA) is a performance-based measure used to approximate an individual's social skills. Those with psychosis perform worse than do unaffected controls. Prior work has examined two social skills domains derived from the SSPA: social competence and social appropriateness. Social competence and appropriateness are associated with neurocognition and functioning outcomes. However, no study to date has examined the relationship of social cognition to social competence and appropriateness. We aimed to examine the relationships among different aspects of social cognition and performance-based social functioning and hypothesized that social cognitive performance would be related to social competence and appropriateness. We also hypothesized that after controlling for neurocognition, social cognition would account for unique variance in social competence and appropriateness in separate regression models. Forty-one participants who had experienced psychosis and 42 unaffected controls completed a comprehensive battery of neurocognitive, social cognitive, and social functioning measures. Social competence was associated with neurocognition and some aspects of social cognition, while social appropriateness was only marginally associated with neurocognition. Regression models revealed that social cognition did not account for additional and unique variance in social competence or appropriateness, after adjusting for demographic covariates and neurocognition. Findings suggest that aspects of social functioning performance are differentially related to neurocognitive and social cognitive skills. Social skill interventions may be most effective when targeting both neurocognitive and social cognitive skills in treatment.

The Impact of Traditional Children's Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design.

Traditional games are essential for children's social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children's games on internet use, social skills, and stress levels. A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study (n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8-11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel-Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. The children's mean age was 11.58 (SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p = .014). The social skills were significantly associated with daily internet use time (β = 0.164, p = .003), playing traditional games (β = 0.155, p = .008), and frequency of gaming per week (β = 0.123, p = .035). The stress levels were associated with gender (β = 0.120, p = .033) and academic level (β = 0.111, p = .048). Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children.

Coping with Peer Pressure and Social Emotional Well-Being in Preschool Children

The aim of this study is to investigate the social emotional well being of preschool children's in terms of coping skills with peer pressure. A relational screening method was used in this study. The sample group included 202 children aged 4-6 years. Personal Information Form, Social Skill Assessment Scale with the sub-dimension of coping skills with peer pressure, and social emotional well-being and resilience scale (PERIK) used as data collection tools. According to the findings of the research, it was determined that there was a positive correlation between skill level to coping with peer pressure and making contact/social performance, self-control/thoughtfulness, self-assertiveness, emotional stability/coping with stress, task orientation, pleasure in exploring. As the skill level of coping with peer pressure increases, the levels of the variables related to social emotional well-being and psychological resilience increase. As the level of skill coping with peer pressure descrease. It is seen a descrease in related variables. In addition, the perception of peer pressure coping skills predict making contact/social performance, self-control/ thoughtfulness, self-assertiveness, emotional stability/coping with stress, task orientation, pleasure in exploring significantly. The variables of coping skills with peer pressure which was the most predicted by social emotional well-being and psychological resilience were self-assertiveness and making contact/social performance, and the least predicted variable was responsibility task orientation.

The role of physical activity in social and behavioral skills of children with autism spectrum disorder: a case-controlled study

Objectives Despite the numerous benefits of regular participation in physical activities for health and social engagement, children with autism spectrum disorder (ASD) who experience difficulties in social and behavioral skills are less likely to participate in physical activities compared to their peers. There is a need for more research on the impact of regular participation in physical activities on social and behavioral skills in children diagnosed with ASD. This study aimed to compare the social and behavioral skills of children diagnosed with ASD who participate in physical activity with those who do not. Methods The participants are parents of children diagnosed with ASD (n = 60). The study group (n = 30;12.33 ± 1.58 years) attended a rehabilitation center and a sports club, and the control group (n = 30; 12.57 ± 1.52 years) attended a rehabilitation center constituted two study groups. The Autism Behavior Checklist was used to assess the behavioral skills of children diagnosed with ASD aged 10–15, and the Social Skills Assessment Scale was used to evaluate their social skill levels based on their participation in physical activity. Results According to the analysis, statistically significant differences were found in the social skill scale and behavioral skills of children who participated in physical activity compared to those who did not. (p < .001). Additionally, the prediction of social skills’ behavior was examined by regression analysis. Accordingly, social skills predicted behaviors in the group participating in physical activity; it was found that it did not predict the group that did not participate in physical activity. Conclusions There was a difference between the behavioral and social skills of children diagnosed with ASD between the ages of 10–15 who do and do not participate in physical activity. This was an indication that physical activity was a positive aspect. It is recommended that future studies examine the effect of physical activity on children with autism more thoroughly.

Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007

Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K–12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; nparent = 833, nteacher = 1215, nstudent = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; nparent = 2400, nteacher = 750, nstudent = 800) using validity samples collected during the development of the SSIS-RS (nparent = 240, nteacher = 221, nstudent = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.

Integrated Psychological Rehabilitation Program on Neurocognition, Social Skill, and Functional Disability in Persons with Schizophrenia: A Pilot Study

Abstract Introduction: Schizophrenia, a chronic and severe mental disorder, is characterized by disruptions in thinking, perception, emotions, and behavior. These disturbances are accompanied by significant cognitive and social skill deficits that affect their functional outcomes encompassing employment, independent living, social interactions, and community integration. To address these issues, the development of psychological rehabilitation programs addressing cognitive and social skill deficits becomes pivotal in schizophrenia care. Objective: The study was designed to develop modules for the integrated psychological rehabilitation program (IPRP) that focus on neurocognitive functions, social skills, and functional disability and evaluate its feasibility among schizophrenia patients. Materials and Methods: The present study made use of a pre- and posttest research design and used purposive sampling to recruit patients diagnosed with schizophrenia. Twelve participants completed the 1-month IPRP along with the pre- and posttest evaluations encompassing cognitive functions, social skills, and disability using the Bender Gestalt Test, Social Skills Assessment Screening Scale, NIMHANS neuropsychology battery, Postgraduate Institute Memory Scale, and WHO Disability Assessment Schedule II. IPRP consisted of psychoeducation, cognitive retraining, and social skills training. Results: The majority of the participants were college educated (91.7%), unemployed (83.3%), single (75%), males (75%), residing in urban areas (66.7%), and living in joint family (66.7%). Wilcoxon signed-rank test was used to compare pre- and posttest means. The results found significant improvements in various cognitive domains, including visuospatial ability (Z = 2.43, P = 0.015), remote (Z = 2.12, P = 0.034) and immediate memory (Z = 2.04, P = 0.042), verbal retention for similar (Z = 2.26, P = 0.024) and dissimilar pairs (Z = 2.82, P = 0.005), recognition (Z = 2.14, P = 0.032), total memory (Z = 3.06, P = 0.002), mental speed in terms of time taken (Z = 2.98, P = 0.003) and errors made (Z = 2.26, P = 0.024) on the digit symbol substitution test, comprehension (Z = 2.84, P = 0.004), social skills (Z = 2.807, P = 0.005), and overall disability (Z = 2.94, P = 0.003). Conclusion: The findings from the study underscore the potential of the IPRP in mitigating cognitive deficits, enhancing social skills, and reducing overall disability among schizophrenia patients.

Investigating Social Competence in a Pilot Randomized Clinical Trial of a Theatre-Based Intervention Enhanced for Adults with Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is characterized by challenges in social competence that persist in adulthood, yet few treatment options exist. A pilot randomized clinical trial (RCT) of a peer-mediated, theatre-based intervention with established efficacy in youth with ASD was examined in autistic adults. The final sample consisted of forty-seven 18-to-40-year-old participants randomized to the experimental (EXP N = 23) or waitlist control (WLC N = 24) condition. A multimodal, social interdependent model was employed to examine social competence changes in brain (incidental face memory (IFM) using event-related potentials), cognition (Wechsler Memory Scale-III), behavior (Contextual Assessment of Social Skills) and function (Social Responsiveness Scale (SRS); Adaptive Behavior Assessment Scale (ABAS) Social Composite). Using analysis of covariance in which pretest was controlled in the model, posttest between-group differences were observed on IFM (p = 0.016, η2 = 0.139, d = 0.79) and several social and adaptive functional (SRS, ABAS) outcomes in social communication and interaction (SCI) (p = 0.019, η2 = 0.121, d = -00.45), communication (p = 0.044 η2 = 0.09, d = -00.31), and motivation (p = 0.001, η2 = 0.229, d = -0.79) domains. At two-month follow-up, gains in social motivation remained (p = 0.041, η2 = 0.100, d = -0.77). The results offer preliminary support for a unique theatre-based social skills intervention for autistic adults who have few treatment options to enhance social competence. The trial was pre-registered with ClinicalTrials.gov (Identifier: NCT04349644).

Analisis keterampilan sosial peserta didik dalam pembelajaran tematik berbasis model cooperative learning kelas V sekolah dasar

&lt;em&gt;The 2013 curriculum is a new paradigm in Indonesian curriculum that emphasizes knowledge and skills competencies. The learning approach is done through an integrative thematic model with one output in the form of social skills. Social skills are important skills in the 21st century because they contain the basics for solving problems that exist in the social environment. The purpose of this study is to analyze how the social skills of fifth grade students in thematic learning based on cooperative learning models. This research method is a descriptive qualitative research. The subjects of the study were students and fifth grade teachers of SDN Pajang IV Surakarta. Data collection techniques through observation, questionnaires, interviews and documentation. Validity through triangulation of sources and techniques as well as content validity by expert judgement. The aspects of social skills assessment consist of five aspects with the elaboration of 10 indicators. The research resulted that the social skills of students were categorized as good or in percentage of 76.66%.&lt;/em&gt;

Psychometric Properties of the Dutch Contextual Assessment of Social Skills (CASS): An Independent Observational Outcome Measure of Social Skills in Autistic Adolescents.

The goal of this study was to translate and adapt the original 9-item of the Contextual Assessment of Social Skills (CASS) to a Dutch version and assess its psychometric qualities. Autistic adolescents aged 12 to 18years (n = 99) took part in a randomized controlled trial. In this study, pre-intervention data were utilized. The original CASS was adapted to ensure cultural relevance and the content validity was assessed. Data was used to assess reliability and structural validity, using confirmatory factor analysis. 4-item were added to the CASS during the adaptation to better align with the objectives of the experimental intervention. The original 9-item had inter-item correlations between .01 and .70. The Cronbach's alpha for the original 4-item total score was moderate (α = .69), while for a 7-item total score, it was high (α = .86). This 7-item total score had a sufficient model fit (Comparative Fit Index = .90). This total score had a significant correlation with the Assertion subscale of the Social Skills Improvement System-Adolescent (SSIS-A) (r = 0.26, p < .01), and the Social Responsiveness Scale-2 (SRS-2) total score (r = -.21, p = .04) indicating sufficient convergent validity. The CASS total score was not correlated with the Repetitive and Restricted Behavior scale of the SRS-2 (r = -.08, p = .43), indicating sufficient divergent validity. The Dutch CASS can be considered a conceptually sound and reliable observational instrument for assessing social conversational skills in Dutch autistic youth. Further evaluation of its feasibility when implemented in practice, outside of clinical research, is needed.Trial registration: Dutch trail register NTR6255 (NL6117) 08/02/2017 https://www.trialregister.nl/trial/6117.

Peer Teaching Model in Gymnastic Education

The aim of this study is to investigate the effect of peer teaching model in gymnastics education, which is one of the main sports branches and in which the participants are involved in studies with their peer groups. The research was carried out in a quasi-experimental design with pretest-posttest control group. The research was carried out in Akhisargücü Sports Club in Manisa. A total of 29 children aged 7-9, (Experimental=15, Control=14), voluntarily participated in the study. Participants do not have any previous gymnastics experience. Random sampling method was used to determine the groups, and which would be the control or experimental group. To assess social skills, Social Skills Assessment Scale (SSAS) developed by Akçamete and Avcıoğlu (2005) was scored by each participant's primary school teachers. Observation forms prepared by the researchers were used to evaluate movement skills. Measurements were taken twice before and after 8 weeks of practice. Mann Whitney U test was used to compare the experimental and control groups data, Wilcoxon Signed Rank was used in the pre-test-post-test difference comparisons of the groups. According to the analysis results, in terms of social skills, the difference scores of the peer education were found to be statistically significant (p&amp;lt;.050) while the difference scores of the control group were statistically insignificant (p&amp;gt;.050). According to the results of the analysis of movement development specific to gymnastic, significant difference was found in both groups (p&amp;lt; .050). As a result, it has been seen that both the peer teaching model and the traditional method support movement development in gymnastics education. In addition, it has been found that the peer teaching model in gymnastic education improves social skills more than traditional teaching.

Cognitive behavioural therapy to improve social skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomised controlled trials

BackgroundCognitive behavioural therapy (CBT) is effective in treating various neurological and psychiatric diseases. It improves anxiety symptoms in children with autism spectrum disorder, gaining considerable empirical support. However, social skills results are mixed, leading to debate over its effectiveness, highlighting the need for further development. While the Social Responsiveness Scale (SRS) is a secondary indicator to measure anxiety symptoms, it primarily evaluates social skills, which are essential for rehabilitating children with autism. Therefore, evaluating social disorder improvement in children with autism is imperative. Social impairment is a core autism symptom. Therefore, we conducted a systematic review of randomised controlled trials assessing the effects of CBT on social skills in this population. MethodsWe reviewed articles published in several databases through October 2022 and relevant reference lists. We used the standardised mean difference (SMD) as the main effect size indicator and focused on SRS metrics from baseline to endpoint. We analysed subgroups, heterogeneity, bias risk, and publication bias. ResultsOur meta-analysis included 214 children from seven randomised controlled trials with nine datasets. Forest plot analysis shows CBT improved social skills in children with autism compared to controls. Subgroup analysis revealed parents' and teachers' SRS scores for children, SRS scores of CBT versus waitlist controls, and those of CBT versus non-waiting-list controls. LimitationsMost randomised controlled CBT trials for children with autism have explored anxiety symptom improvement. Further, social skill assessment was a secondary outcome or not assessed. Thus, social skills data are insufficient. ConclusionsCBT is effective in improving social impairment in children with autism. RegistrationThis meta-analysis was registered with the International Prospective Register of Systematic Reviews (CRD42022363423).

A Comparative Study of Social Information Processing and Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder and Typically Developing Children

Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder (ADHD) in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing (TD) children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions (BRIEF). Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.

Adaptation and validation of the European Portuguese Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist.

As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)-learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross-cultural comparison between the EP adaptation and the original US version. A total of 611 EP-learning children (ages 6-24 months) were assessed on the CSBS DP Infant-Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test-retest reliability), and cross-cultural comparison between the EP and the original version were explored. Internal consistency ranged from good to excellent and the test-retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. These findings showed that the EP CSBS DP Infant-Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP-learning children, which can be particularly relevant for decision-making in clinical practice. What is already known on the subject Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP-learning children. What this paper adds to existing knowledge This study adapted and validated the EP CSBS DP Infant-Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP-learning infants and toddlers, and compared the performance of EP-learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP-learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work? Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision-making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech-language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments.

Effect of a Classroom-based Intervention on the Social Skills of Students with Learning Difficulties

Children with learning difficulties often face challenges in social skills, hindering their ability to adjust and interact within society. The present study was designed to evaluate the effectiveness of a training program designed to enhance the social skills of individuals with disabilities. The quasi-experimental study involved 20 primary school students with learning difficulties exhibiting deficits in social skills in the United Arab Emirates. To evaluate the level of social skills of the sample children, a social skills assessment scale was employed, which was developed by the researchers. The assessment scale consisted of 24 statements that were organized into three dimensions based on previous research and theoretical frameworks. The results of the present study showed that the training program significantly and positively impacted the social skills of these children. There were statistically significant disparities between the mean ranks of the experimental group and the control group's scores on the social skills assessment scale after program completion. In conclusion, the study recommends integrating the developed training and similar programs into the public and private education curricula, including both government and private schools, to improve the social communication abilities of children with learning difficulties. Doi: 10.28991/ESJ-2023-SIED2-011 Full Text: PDF

Statistical Validation of An Automated Method for Calculating Time Domain Heart Rate Variability on The QT Dataset.

Heart rate variability measures calculated from electrocardiography recordings reflect social competence. Clinical assessments of social skills have found that reduced heart rate variability is related to differences in the development of social skills in children and increase the risk of mental disorders. Limited by widespread manual signal processing and R-peak detection in current clinical assessments, most literature reports only short-term baseline studies, with fewer studies reporting social interaction settings with prolonged recording. There is an urgent need for an automated physiological signal processing toolbox to detect R-peaks and perform heart rate variability measurements in social settings. This paper proposes a modified automated Neurokit2 toolbox with signal processing procedures similar to the MindWare software that requires manual inspection of R-peak locations. We calculate time domain heart rate variability metrics from the publicly available QT database by PhysioNet collected at resting states and under stress tests, mimicking social interaction stress scenarios. Statistical analysis conveys that heart rate variability metrics calculation applying both signal processing approaches using the Neurokit2 toolbox are statistically equivalent in comparison to the hand-labelled R-peaks from the QT database (n= 10 in the normal sinus rhythm group, and n= 6 in the ST Change group). Such validation results are crucial for the adoption of automated toolboxes for heart rate variability measures in social interaction assessments, where more movement and mood changes of participants are expected.Clinical Relevance- This contributes to the body of evidence of the reliability of the Neurokit2 toolbox for automatic cleaning of prolonged cardiac electrophysiological signals and calculation of heart rate variability in time-domain characterization in social interaction stress assessment.

Комплексный подход в сопровождении ребенка с расстройством аутистического спектра на примере клинического случая

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objectives. &lt;/strong&gt;The effects of the psycho-educational work in autism spectrum disorders (ASD) in preschool children is largely associated with timely comprehensive diagnostics. Present article aims to expound the possibilities of a mul&amp;shy;tidisciplinary diagnostical and psycho-educational approach using the analysis of a clinical case of a child with ASD as an example.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Methods&lt;/strong&gt;. Explored the clinical case of a 3 years 10 months old child with the registered ICD-10 DS F84.0 (Child&amp;shy;hood Autism). The child underwent a comprehensive developmental diagnostics and follow-up psycho-educational training sessions with a multidisciplinary team of specialists: a neuropsychologist, special teacher, speech therapist, ABA-therapist. Developmental diagnostics was attained using such methods as adapted Lurian neuropsychological tests, VB-MAPP and social skills assessment.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Results&lt;/strong&gt;. After the psycho-educational course child showed improvements in the following domains: communication, daily living skills, social interaction and cognitive functioning. Three factors influencing effects of work were identi&amp;shy;fied: a multidisciplinary approach to diagnosis and training; regularity and continuity of sessions until sustainable results are achieved (in case of severe disorders &amp;mdash; permanent work); using of various methods and tools for habilita&amp;shy;tion within the general psycho-educational framework.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Conclusions&lt;/strong&gt;. The complex diagnostics approach is relevant at all stages of psycho-educational work in order to indi&amp;shy;vidualize the programs used in accordance with the current level of development of the child. The authors suggest that the applied behavior analysis techniques can be integrated into the program of complex psycho-educational work.&lt;/p&gt;

Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention

ABSTRACT Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction.

Direct Assessments of Social Skills Can Complement Teacher Ratings in Predicting Children’s Academic Achievement

ABSTRACT The present research evaluated whether behavioral tasks (“direct assessments”) commonly used to assess young children’s social cognitive development in laboratory studies could have utility for measuring and predicting U.S. children’s outcomes in educational contexts. To do so, children (N = 95; 49 boys, 46 girls; 41.05% White, 16.84% Hispanic, 14.74% Black, 13.68% Asian, 11.58% Multiracial, 2.11% American Indian/Alaska Native) in a publicly funded pre-kindergarten (4K) program in the United States completed 9 direct assessments that capture important skills in early childhood (e.g., task switching, group conformity preference, theory of mind). The school district also provided children’s 4K and kindergarten grades (assessed through teacher ratings of children) to evaluate whether direct assessments had additional explanatory power over-and-above existing metrics of children’s aptitude. Across the direct assessments, children’s group conformity preferences (i.e., the extent to which children preferred members of the same group to behave in the same way) were most reliably correlated with concurrent (4K) and predictive of future (kindergarten) grades, even when controlling for teacher ratings of children’s concurrent performance. Interestingly, teacher ratings of children on each assessment loaded onto a single factor despite the intention to capture theoretically distinct components of children’s school performance. Discussion focuses on the implications of direct assessments in educational contexts and critical areas for future research at the interface of psychology and education.