Development Of Social Skills Research Articles

Hearing and Language Skills in Children Using Hearing Aids: Experimental Intervention Study.

Hearing loss in childhood compromises a child's auditory, linguistic, and social skill development. Stimulation and early intervention through therapy and the use of personal sound amplification devices (PSAPs) are important for improving communication. To verify the effectiveness of speech therapy intervention on the auditory and linguistic skills of Brazilian children aged between 6 and 8 years using PSAPs. Experimental study analyzing the intervention process in children aged between 6 and 8 years with mild to severe bilateral hearing loss and prelingual deafness who are PSAP users. Diagnostic information was analyzed, and assessments and interventions were carried out using the Glendonald Auditory Screening Procedure (GASP), a phoneme discrimination test with figures (TFDF), an expressive language category classification test, and an Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) questionnaire. Sixteen children participated in the study; they were divided into a control group (CG) of six children and an intervention group (IG) of ten children. All research subjects underwent two protocol application sessions, and the IG underwent six speech therapy intervention sessions. In the IT-MAIS, the CG had a 9% increase in score, and the IG had an increase of 3% after intervention. The TFDF obtained a 5% increase in the IG in terms of phonemic discrimination ability. The expressive language category classification tests and GASP were considered not sensitive enough to modify the parameters of auditory and linguistic skills. The study found a significant improvement amongst the IG in the TFDF protocol and an increase in IT-MAIS scores in both groups.

An Action Research to Enhance Students’ Classroom Engagement through Group Tasks among 8th Graders

This study investigated the effect of employing group tasks to improve student engagement in a classroom at the level of Grade VIII. Engaging students in the learning process presents a significant challenge for educators. This study examined how several group tasks affect student engagement in Grade 8th (A). The study incorporated a single-group pre-post experimental quantitative design; quantitative data was collected over ten weeks. Quantitative data encompassed the observation rating scale. The sample was based on 40 students who were selected through purposive technique from Government Boys High School Bagrian, Lahore. Descriptive and inferential data analysis techniques were used. Findings suggested a strong link between the implementation of group tasks and increased student engagement. Students who participated in group tasks showed active involvement and deeper engagement in the learning process. The analysis revealed the positive effect of group tasks on student engagement within the one grade and classroom. This research contributed by highlighting the importance of group tasks in creating an effective learning environment through engagement for Grade 8th students. The implications extend beyond academic performance to include the holistic development of adolescents, nurturing both cognitive and social skills.

Keterampilan Sosial Siswa Sekolah Dasar

The research delves into the critical role of fostering social skills in elementary students, aiming to mold individual adept at navigating social environments. Utilizing a qualitative literature study method, it examines relevant data. The study emphasizes the vital contributions of educators and parents in honing students' social abilities, including fostering interpersonal relationships, honing communication skills, and facilitating conflict resolution. By fostering a supportive learning environment and providing ongoing parental guidance, students can develop the necessary social competencies to not only excel academically but also effectively engage in daily interactions. This holistic approach to social skill development ensures that students are well-equipped to succeed both in their academic pursuits and in their interpersonal relationships outside of the classroom.

IMPROVING SOCIAL COMPETENCES THROUGH SPORT: AN EXPLORATION OF THE EDUCATIONAL ROLE OF PHYSICAL ACTIVITY IN ADOLESCENT DEVELOPMENT

The current context of society underlines the need to develop robust social skills among adolescents, essential for social integration and professional success. This research examines the impact of physical activity and sports on the development of social skills, such as empathy, effective communication and teamwork, among adolescents. Through a mixed methodology, combining quantitative analysis of data collected from surveys applied to a sample of 500 adolescents and qualitative analysis of detailed interviews with selected participants, the study provides a comprehensive perspective on how involvement in sports activities contributes to improving social skills. The results indicate a significant positive correlation between regular participation in sports and higher levels of social skills mentioned. These findings suggest that sport, as an integral part of the educational curriculum, can play a vital role in promoting adolescent social development. The conclusions of the study recommend the systematic incorporation of physical education programs focused on the development of social competences, highlighting the importance of a holistic educational framework that values the physical, cognitive and social dimensions of youth development. This abstract effectively summarizes the purpose, methodology, main results, and conclusions of the research, giving the reader a clear and concise overview of the study. The next step would be to develop the introduction section, which will detail the context of the research and objectives in more detail. If you have any further details or adjustments to make to the abstract, or if you would like us to proceed with the introduction, please let me know.

СПОРТ КАК ИНСТРУМЕНТ СОЦИАЛЬНОЙ ИНТЕГРАЦИИ: АНАЛИЗ ЭКОНОМИЧЕСКИХ ПОСЛЕДСТВИЙ СОЦИАЛЬНОЙ КООПЕРАЦИИ ЧЕРЕЗ СПОРТИВНЫЕ ИНИЦИАТИВЫ

Sport as a tool of social integration is attracting increasing attention from researchers who believe that sports initiatives can promote social cooperation and strengthen ties in society. This article presents an analysis of the economic consequences of social cooperation through sports initiatives. The paper examines the mechanisms through which sport can stimulate social integration, such as the formation of team spirit, the development of leadership qualities, increasing self-esteem and social skills of participants. Additionally, the economic benefits associated with participation in sports events are analyzed, including reducing healthcare costs by improving public health, reducing criminal justice costs, and increasing labor productivity through a healthy lifestyle. The work also draws attention to the role of public policy and the private sector in supporting sports initiatives as a tool for social integration and achieving economic benefits for society.

Gamification and development of social skills in education

Introduction: gamification refers to techniques used in game design but used in other areas, not related to games, to promote the motivations of individuals.Objective: characterize the effects of gamification on the development of social skills in education.Method: a review of the bibliography was carried out using articles rescued from databases such as SciELO, Dialnet, Scopus, Researchgate, recovering a total of 16 reference articles from available literature related to the topic in question, included in the time frame. between 2019 and 2024.Results: this method makes the educational process become a meaningful experience based on factors such as motivation and social identification through play. Gamification is related to the development of skills, motivation and commitment. Furthermore, it does promote different social competencies in a more or less homogeneous way, generating in people more autonomy and a skill that is very necessary for their future.Conclusions: gamification constitutes an effective tool in the teaching and learning process by consolidating knowledge, social skills, as well as various capacities because it increases motivation in personal development activities, increases the degree of commitment, increases the acquisition of social skills since offers immediate feedback and opportunities for experimentation

Using Restricted Interests in Cognitive Behavioral Therapy for Children With Autism Spectrum Disorder: Results From a Preliminary Randomized Controlled Trial.

Children with autism spectrum disorder (ASD) exhibit significant deficits in social communication and emotion regulation skills. While cognitive behavioral therapy (CBT) applications appear promising, trials to date have largely excluded social communication skill development and have not been designed to include a wider range of emotional challenges. To our knowledge, the present study is the first to pilot a uniquely modified CBT program targeting emotion regulation, including social communication training, and explicitly focusing on the child's areas of circumscribed interest in order to teach skills and promote generalization. Forty participants were randomly assigned to either the CBT group or a waitlist control (WLC) group, resulting in 20 school-aged children in each group. The treatment approach was determined to be feasible and acceptable, and therapy engagement and attendance were reasonably high. Caregivers expressed high satisfaction with the program, qualitatively citing gains in skills such as social problem-solving, emotion identification, and identifying and processing cognitive distortions. The primary outcome of postintervention changes was not significantly different between the groups (CBT vs. WLC). The mean Social Skills Improvement System score decreased by 0.44 points (95% confidence interval [CI]: -5.04, 4.15) in the CBT group and increased by 0.41 points (95% CI: -4.23, 5.04) in the WLC group, and the postintervention changes were not significantly different between the groups (difference: -0.85; 95% CI: -7.29, 5.60; p = .79). The estimated rate of emotional dysregulation episodes decreased by a factor of 0.94 (95% CI: 0.57, 1.56) in the CBT group and increased by a factor of 1.07 (95% CI: 0.51, 2.24) for WLC (p = .74). Among those who reported emotional dysregulation episodes, the mean duration decreased by 1.39 minutes (95% CI: -3.90, 6.67) less for CBT than waitlist (p = .60). Although satisfaction, acceptability, and emotional dysregulation outcome results from this preliminary CBT treatment for ASD are promising, sample size and measurement limitations will be important considerations to inform future trials.

Analyzing Factors Affecting Social Skills Development Among Students in Indonesian Schools

Analyzing Factors Affecting Social Skills Development Among Students in Indonesian Schools

INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE IMPACT AND EFFICACY OF SOFT SKILLS DEVELOPMENT FOR STUDENTS WITH DISABILITIES

The significance of enhancing the soft skills of students with disabilities is investigated in this essay, with a particular emphasis on enhancing their academic, personal, and professional achievements. It seeks to equip individuals with the necessary skills to prepare them for a more inclusive and fair future. This is through addressing challenges such as a lack of interpersonal skills, such as communication, cooperation, and flexibility. Here, the research employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, conducting a systematic review by scouring academic databases and journals for pertinent articles published within the last three years. In addition, the systematic search employed academic databases like Scopus and Web of Science (WoS). After rigorous searching, the final dataset comprised (n = 25) studies. There are three identities: 1) Social interaction and skill development for students with disabilities; 2) employment-related soft skills for students with disabilities; and 3) a variety of approaches to support students with disabilities. Furthermore, the study highlights the need to incorporate targeted interventions into educational curricula and expresses support for inclusive policies that place an emphasis on the overall development of students. Cultivating a culture that prioritises empathy, understanding, and skill development while also actively working to remove barriers and foster an inclusive atmosphere holds the potential for society to contribute significantly to the academic as well as professional success of students with disabilities.

NEP 2020: The Status of the Role of Infrastructure in Enhancing Physical Education Programs

Physical Education programs play a crucial role in promoting healthy lifestyles and holistic development among individuals, particularly in educational settings. This review paper aims to comprehensively examine the role of infrastructure in enhancing Physical education programs. Infrastructure encompasses various components such as facilities, equipment, and outdoor spaces. Understanding how these elements contribute to the effectiveness of Physical education programs is essential for optimizing student engagement, learning outcomes, and overall well-being. Physical Education, which includes social skills development, physical fitness, cognitive growth, and the acquisition of critical movement abilities, is a vital component in the promotion of lifetime health and general well-being. Physical education programs’ ability to succeed is largely dependent on the framework that encourages and supports learning. Physical Education program quality and results are significantly influenced by the infrastructure, which includes buildings, tools, and outdoor areas. A comprehensive range of services, materials, and facilities that are necessary to promote an atmosphere that encourages sports participation and active living are included in Physical Education’s infrastructure. Everything from well-equipped gymnasiums to accessible playgrounds support inclusiveness, accessibility, and engagement among a wide range of populations in addition to facilitating a variety of sporting activities. Infrastructure may contribute significantly to the advancement of physical activity, sports participation, and overall well-being by implementing a comprehensive approach that solves financing gaps, prioritizes sustainability, facilitates equal access, and cultivates community relationships. This study intends to investigate these possibilities to optimize infrastructure’s influence on physical education programs.

Parental Knowledge and Attitudes to Childhood Hearing Loss and Hearing Services in the Kingdom of Saudi Arabia

Abstract Background: Childhood hearing is critical to the development of speech, language, and social skills. Hearing loss (HL) can interfere with learning and requires early detection and management. This study aimed to evaluate parental knowledge with attitudes toward childhood HL, and available hearing services across the Kingdom of Saudi Arabia. Methods: This cross-sectional study was conducted among parents of children from different regions of Saudi Arabia. Data were collected using an online self-administered questionnaire and analyzed using SPSS version 23. This study examined the relationships among socio-demographic characteristics and knowledge and attitudes toward HL using a Chi-square test. Results: Assessment of the prevalence of various aspects of knowledge and attitudes among parents toward childhood HL revealed that 732 (58.4%) participants had a good level of knowledge, while 521 (41.6%) had poor knowledge. Furthermore, the attitude analysis revealed that 871 (69.5%) participants expressed a good attitude, whereas 382 (29.5%) had a poor attitude. A significant association was noted between age group and attitude (P = 0.005). Conclusion: The findings demonstrated a gap in the level of knowledge and significant variation regarding a certain set of risk factors responsible for HL, which highlighted the need for establishing educational programs across the Kingdom to mitigate these harms and promote parental awareness. Parental attitudes toward auditory services were satisfactory; however, efforts are needed to familiarize parents with newborn hearing screening programs that are widely available in the Kingdom.

Age Discrimination in Chinese Internet Workplace

Due to economic reforms, cultural biases, and rapid technological progress, age discrimination has become widespread in China's online business environment. China is making the transition from central planning to market economy, and measures such as "xiagang" have enabled state-owned companies in China to lay off elderly permanent staff and reduce permanent employee numbers. As the internet industry expands, younger workers who are dynamic are being favored over those perceived to be less adaptable such as older individuals. The "age 35 phenomenon" illustrates how prejudice has been deepened by cultural expectations around gender, family responsibilities, and age. This study investigates all of the elements that contribute to age discrimination and termination trends among Chinese internet businesses. This article covers topics like pertinent policies, shifting labor relations, gender roles and age discrimination - among many others. Research findings indicated that eliminating sociocultural prejudices was just as essential to meeting economic and regulatory challenges, both of which are equally essential. Countermeasures on a national, organizational, and individual level include antidiscrimination legislation, corporate social responsibility programs, retraining programmes, networking events, and skill development activities. Policies and practices that promote inclusiveness have the power to mitigate instability and inequality. This study sheds light on the multiple obstacles elder Chinese internet workers encounter while offering solutions.

Do Peers Influence the Development of Individuals’ Social Skills? The Potential of Cooperative Learning and Social Learning in Elementary Schools

Promoting social skills in addition to teaching curricular content is challenging for elementary-school teachers. Teaching methods that implicitly foster social skills could support teachers and students alike. Peer influence and social learning, as a mediating peer-influence mechanism, could be beneficial. If peers can show their social skills in class, students with lower social skills could adopt their skillset. An intervention study investigating the peer influence effect of cooperative learning on the development of social skills was conducted with 558 students (Mage = 8.66; 49,3% female) of 26 classes. Over the course of four weeks Cooperative Learning was implemented daily in intervention classes to determine the effects of peer influence as well as additional effects of Cooperative Learning on the development of social skills. The results suggest that students with low social skills can benefit from Cooperative Learning if they are taught in highly socially skilled classes. The article discusses possibilities to enrich Cooperative Learning to benefit all students.

Efficacy of Cognitive Behavioral Therapy in Managing Anxiety Disorders among Adolescents: An In-Depth Analysis of Individual, Group, and Digital Approaches

This research article delves into the efficacy of Cognitive Behavioral Therapy (CBT) in addressing adolescent anxiety disorders. It explores various facets of CBT, including its theoretical underpinnings and mechanisms of change, highlighting its role in altering dysfunctional beliefs and thought patterns that contribute to anxiety. The article underscores the advantages of CBT, such as its structured approach, cost-effectiveness, and the provision of practical coping skills, making it a preferred choice for dealing with adolescent anxiety. The study then investigates the efficacy of different CBT approaches, including individual, group, and computerized CBT (cCBT) in details, specifically in the context of the COVID-19. It encompasses a range of research, from meta-analyses to controlled trials, evaluating the impact of these treatments on anxiety symptoms and their long-term efficacy. Research demonstrates CBT's high efficacy in treating youth anxiety, offering sustained symptom reduction and complementing psychopharmacological treatments backed by extensive studies and neuroimaging advancements. Group CBT for adolescents shows effectiveness in anxiety treatment, offering peer support and shared experiences in a communal setting, enhancing coping strategies and social skill development. The findings indicate cCBT's effectiveness in providing accessible mental health support to adolescents, aligning well with their tech-savvy tendencies. In conclusion, this research underlines CBT’s flexibility in addressing adolescent anxiety in both traditional and digital formats, with an emphasis on the promising potential of cCBT. It calls for future research to focus on standardizing CBT practices and validating the long-term effectiveness of cCBT.

Social Withdrawal: A Systematic Review of the Influencing Mechanism, Forming Reason and Discussing the Affected Groups

As societal awareness and understanding of mental health knowledge gradually increase, the impact of various psychological issues on individuals has garnered growing public attention. Symptoms associated with social withdrawal, such as depression, anxiety, and loneliness, are increasingly prevalent among adolescents according to data. The consequences of social withdrawal extend beyond physical problems and can lead to severe mental illnesses. This article presents a systematic literature review on social withdrawal across different age groups to explore the challenges and pressures faced by individuals during this stage of life. The findings indicate that individual shyness, peer rejection, social anxiety, and excessive use of technological platforms like social media are key factors contributing to social withdrawal. For adolescents specifically, peer relationships, academic achievement, and parental attachment play significant roles in either choosing or being compelled into a state of withdrawal from society. In adults, high societal pressure and familial expectations also contribute to their tendency for isolation. Furthermore, inevitable aging processes coupled with self-perceptions related to old age have emerged as primary causes for contemporary elderly individuals' retreat from society. Social withdrawal significantly impacts both mental and physical well-being while hindering the development of essential social skills; however supportive relationships along with healthy lifestyles and targeted interventions aimed at improving these skills can effectively address individual struggles with social withdrawal.

Educational Robots, Emotion Recognition and ASD: New Horizon in Special Education

Technology has always represented the key to human progress. It is believed that the use of supportive technological mediators can facilitate teaching/learning processes and enable everyone to learn how to critically manage technology without being its slave or passive user while contributing to the collective well-being. Educational robotics is a new frontier for learning that can offer numerous benefits to students. The use of robots can offer the possibility of creating inclusive educational settings in which all students, regardless of their abilities or disabilities, can participate meaningfully. The article proposes an analysis of the evidence obtained from a systematic literature review with reference to general educational robotics and social robotics for emotion recognition. Finally, as a practical implementation of an educational robotic intervention on emotion recognition, the “Emorobot Project” as part of the EU-funded “Ecosystem of Innovation—Technopole of Rome” Project in NextGenerationEU will be presented. The project’s aim is to foster the development of social skills in children with autism spectrum disorders through the creation of an open-source social robot that can recognize emotions. The project is intended to provide teachers with a supportive tool that allows them to design individual activities and later extend the activity to classmates. An educational robot can be used as a social mediator, a playmate during the learning phase that can help students develop social skills, build peer connection, reduce social isolation—one of the main difficulties of this disorder—and foster motivation and the acquisition of interpersonal skills through interaction and imitation. This can help ensure that all students have access to quality education and that no one is left behind.

A systematic review of the efficacy of group social skills interventions on social functioning and social participation in children with acquired brain injury or cerebral palsy.

The aim of this study was to evaluate the efficacy of Group social skills interventions (GSSIs) versus any comparator on social functioning in children aged 5-12 years with acquired brain injury or cerebral palsy. GSSIs are an evidence-based approach to foster social skills development in children with autism spectrum disorder. Currently, limited literature exploring GSSIs in children with acquired brain injury and cerebral palsy is available. MEDLINE, SCOPUS, Embase, CINAHL, Cochrane Library, PsycINFO, clinicaltrials.gov, ICTRP and ProQuest Dissertations and Theses were systematically searched. Study screening, risk-of-bias, Grading of Recommendations Assessment, Development and Evaluation and data extraction were performed in duplicate. Six studies were included in the narrative synthesis (one randomised controlled trial and five nonrandomised studies). Results indicate that GSSIs may increase children's social skills as measured on the Social Skills Rating System and Social Skills Questionnaire. Very low certainty evidence was found for improvements in social functioning and competence. There is low certainty evidence that participation in GSSI may lead to gains in social functioning for children with acquired brain injury or cerebral palsy. Given the certainty of the evidence, these results must be interpreted with caution. Only one randomised controlled trial of GSSIs for children with acquired brain injury was identified, underscoring the need for additional high-quality studies.

Visual attention patterns during a gaze following task in neurogenetic syndromes associated with unique profiles of autistic traits: Fragile X and Cornelia de Lange syndromes

BackgroundGaze following difficulties are considered an early marker of autism, thought likely to cumulatively impact the development of social cognition, language and social skills. Subtle differences in gaze following abilities may contribute to the diverse range social and communicative autistic characteristics observed across people with genetic syndromes, such as Cornelia de Lange (CdLS) and fragile X (FXS) syndromes. AimsTo compare profiles of 1) visual attention to the eye region at critical points of the attention direction process, 2) whether children follow the gaze cue to the object, and 3) participant looking time to the target object following the gaze cue between groups and conditions. Materials and methodsChildren with CdLS (N = 11) and FXS (N = 8) and autistic (N = 22) and neurotypical (N = 15) children took part in a passive viewing paradigm adapted from Senju and Csibra (2008), in which videos of a central cue (ball/cartoon face/human face) directed attention towards one of two objects. Visual attention patterns were recorded via eye tracking technology. ResultsNeurotypical children were used as a reference group against which the autistic, CdLS and FXS groups were compared. Although autistic children looked at the eye region for significantly less time, they looked at the target object as frequently and for a similar duration as neurotypical children. Children with FXS looked at the target as frequently as neurotypical children but looked at it for comparatively less time. Both neurotypical children and children with CdLS frequently looked at the eye region, but children with CdLS were less likely to look at the target than neurotypical children. ConclusionsFindings provide preliminary evidence of unique patterns of visual attention and gaze following strategies in children with CdLS, children with FXS and autistic children. These unique gaze following patterns may underpin the distinct profiles of social and communication autistic traits observed between these groups.

A Comprehensive Analysis of How Sports Affect Youth Development and Social Skills

Abstract: Playing sports as a young person improves their general health and physical fitness. Team sports give essential lessons in cooperation and attaining common goals, hence honing teamwork and collaboration skills. Following training plans and aiming for improvement instills discipline and goal-setting. Managing hardship and overcoming obstacles with grace helps people become resilient and resilient in the face of adversity. By juggling athletics, school, and other activities, one might improve their time management abilities. Sportsmanship, ethics, and regard for others are qualities that foster the development of character. It is possible to develop leadership qualities by inspiring colleagues and exercising initiative. Teamwork, communication, and shared experiences all contribute to the development of social skills and friendships. Reduced stress, a sense of community, and physical activity all improve emotional well-being. Teams and programs are used to promote community involvement.

Vertical stratification and seasonality of fecal indicator bacteria in New York City playground sandboxes

Sandboxes in public play spaces afford a crucial opportunity for urban children to engage in naturalistic play that fosters development of cognitive, social, and motor skills. As open pits, sandboxes in New York City public playgrounds are potentially exposed to fecal inputs from various sources, including wild and domestic animals. A longitudinal study of thirteen sandboxes located in public playgrounds on the east side of Manhattan reveals ubiquity of the fecal indicator bacteria enterococci and Escherichia coli through all seasons. The highest concentrations of bacteria occur in surface sand (n = 42; mean enterococci 230 MPN/g and E. coli 182 MPN/g dry weight), with significantly lower levels at depths below the surface (n = 35; mean enterococci 21 MPN/g and E. coli 12 MPN/g dry weight), a stratification consistent with fecal loading at the surface. Generalized linear mixed models indicate that sand depth (surface vs. underlayers) is the most influential variable affecting bacterial levels (P <0.001 for both enterococci and E. coli), followed by sampling season (P <0.001 for both). Bacterial concentrations do not vary significantly as a function of playground location or ZIP code within the study area. Children’s exposure while playing in sandboxes likely reaches 105 enterococci and 104E. coli in a typical play period. Microbial source tracking to identify fecal hosts reveals dog, bird, and human biomarkers in low concentrations. Open sandbox microcosms installed at ground level in the urban environment of Manhattan are fouled by enterococci and E. coli within two weeks, while adjacent closed microcosms exhibit no fecal contamination over a 33-day sampling period. Collectively, our results indicate that increasing the frequency of sand refills and covering sandboxes during times of disuse would be straightforward management strategies to mitigate fecal contamination in playground sandboxes.