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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.
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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Nebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.
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Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Palmer, Caroline Denton. "Social competence of children with albinism /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17618.pdf.
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Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.
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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.
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Morris, Nancy Ann. "Social competence and criminal offending over time." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7350.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Cummings, Kelli Dawn. "Advances in the assessment of social competence /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.
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Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
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Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.
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McCendie, Richard R. "The role of leader's social competence in children's social skills training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26132.pdf.
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White, Sara. "An investigation of a model of social competence." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/3164712.
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Barrett, Angelina. "Behavioural inhibition and social competence in early childhood." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507562.
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Beugnot, Sophie. "Children of chronic pain sufferers, assessing their social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30888.pdf.
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Brown, Andrea Elizabeth. "Social competence in peer-accepted children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.
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Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.
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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Alsahil, Asma, and Asma Alsahil. "Social Networking Mediated Intercultural Communicative Competence: Affordances and Constraints." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621308.
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In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.
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Usher, Erica. "Community living, social competence and people with intellectual disabilities." Thesis, Usher, Erica (2001) Community living, social competence and people with intellectual disabilities. Professional Doctorate thesis, Murdoch University, 2001. https://researchrepository.murdoch.edu.au/id/eprint/51287/.
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The psychological literature has, historically, portrayed people with an intellectual disability as socially incompetent, with low levels of community participation being seen as a consequence of this incompetence. More recently the literature has suggested that structural features of service design and staffing practices may affect the levels of community participation achieved by people with an intellectual disability. This study contributes to the ongoing debate in the literature by evaluating levels of social interaction achieved by people with intellectual disabilities across agency settings, and by re-examining the assumption that the interactional incompetence of people with intellectual disabilities is a primary determinant of poor service outcomes.
Using a combination of quantitative and qualitative methodologies, the current study examined the community living experience of 43 service users living in supported accommodation in rural and urban locations. In Part One, quantitative results indicated few differences in service outcomes between the two locations. In keeping with the international literature, few people had a range of relationships in the wider community and most spent their time at home, in the company of staff or others with a disability.
In contrast to the existing literature, however, qualitative analyses conducted in Part Two suggest that absolute levels of service users’ interaction competence, as gauged by the quantitative measures used in Part One, do not permit the assumption that service users’ deficits per se are a necessary and sufficient cause of impoverished social relations. Conversation analysis of naturally occurring interactions between service users and members of staff indicated that many staff behaviours prohibit the display of interactional competence by intellectually disabled people.
This study serves to add weight to the growing recognition that locating people in houses in the community is not enough to meet the policy goals of service providers. The study also suggests that the current romanticising of small, rural, communities as promoting high levels of integration may be mistaken. In conclusion it is suggested that service providers may profit from directing their attention to the fine grain of staff client interaction, rather than directing resources towards individually-based social skills training, if the policy goal of increased social integration is to be realised.
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Izmaylova, Anastasia R. "Using social media to develop intercultural competence through telecollaboration." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5514.
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Using interpretive qualitative research methods, this dissertation study examines how a telecollaboration in a social networking site affects learners’ intercultural competence development. In particular, it explores the changes in learners’ understanding of the concept of culture, as well as their understanding of their own and target cultures. Additionally, this study investigates what role the medium of the exchange plays in the project. Finally, it analyzes three individual learners’ experiences in an online intercultural exchange.
Two intact classes of college-level language learners—U.S. students learning Spanish and Colombian students learning English—participated in an eight-week telecollaboration using Facebook. Each week students shared information about their own culture and reacted to the posts about the target culture made by the students in the partner class. This study analyzed 14 U.S. students’ experiences and learning, based on their pre- and post-telecollaboration questionnaires, reflexive portfolios, and pre- and post-telecollaboration one-on-one interviews.
Data analysis demonstrated that the participants experienced a notable development in their intercultural competence. In particular, participants showed a more detailed understanding of the concept of culture, as well as the reasons for cultural learning and awareness. The activity of explaining their own culture to foreigners led the participants to an ongoing analysis of their own culture and, therefore, facilitated development in their understanding of the home culture. Specifically, participants were able to take a critical stance in their analysis and evaluate their own culture from the position of an outsider. Finally, participants gained knowledge about Colombian culture and developed an ability to analyze cultural products and practices, as well as infer information about cultural perspectives from that analysis. In general, the telecollaboration enabled participants to develop critical cultural awareness and change their worldviews from more ethnocentric to more ethnorelative.
In regard to the use of Facebook, this popular social networking site proved to be uniquely suitable for a telecollaboration. It gave the participants an opportunity to create a personal learning environment that was accessible whenever and wherever they needed it. It also facilitated a bridging between participants’ learning and leisure online activities.
The three case studies demonstrated that while any type of learner can benefit from telecollaboration, their experiences and the degree of intercultural competence development are individual. In addition, the development of intercultural competence appeared to be non-linear, which demonstrates the difficulty of its assessment.
Based on the findings, the researcher concludes that telecollaboration facilitates the development of intercultural competence and, thus, is an effective way of addressing the challenge of culture instruction in foreign language courses. Additionally, the unique properties of social networking sites make them an easily accessible platform for telecollaboration projects.
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Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.
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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Swartz, Jordan L. "TRANSRACIAL FOSTER FAMILIES: SOCIAL WORKERS PERSPECTIVE ON CULTURAL COMPETENCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/475.
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The following research proposal was meant to identify concerns and desired resources for transracial foster families based on the perspective of social workers. This study utilized a qualitative design and included face-to-face interviews with social workers currently working at Ark Homes Foster Family Agency. Interviews included nine social workers who had clients who were transracial foster families. Data analysis included audio recordings and written documentation. Transcription of all interviews followed after data collection was received. Findings from this study showed that social workers working with transracial foster families felt culturally competent to provide information to their clients. This study also found that the majority of social workers did not feel a need for their agency to provide additional trainings in cultural competence and that bringing the topic up to their supervisor on a need-be basis was suitable. Policy implementation surrounding social workers and transracial foster families could include foster care placement stability. If policy was implemented that required foster parents to support their foster child’s racial identity on a weekly basis, then that could increase the bond between foster child and foster parent. Policy implementation in this way could minimize the disagreements between the foster child and foster parent and have an increased likelihood of placement stability.
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Magee, Aoife. "Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12959.
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Parent-child relationships serve as the foundation for social emotional competence in young children. To support the healthy social emotional development of their children, parents may need to acquire information, resources, and skills through interventions that are based upon assessment of parent competence. This manuscript presents results from a study of parents of toddlers and the practitioners who serve them in a suburban area of the Pacific Northwest. The purpose of the study was to conduct initial psychometric studies on a curriculum-based tool, the Social Emotional Assessment Measure (SEAM), focused on improving parent-child interactions for parents of toddlers. Convergent validity and utility were investigated for the SEAM Parent-Toddler Interval. Findings suggest that the SEAM Parent-Toddler Interval is an appropriate tool that can identify the strengths and needs of parents and assist in designing quality interventions that might alter developmental trajectories, leading to improved family and child outcomes.
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Blunt, Leigh Ann. "Impact of social competence as protective factor for violence resiliency." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4185.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 7, 2006) Vita. Includes bibliographical references.
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Crick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.
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The relationship between emotional intelligence, social competence, and success was investigated. Success was operationally defined as elected leadership within a school group, club, or organization. The study sample consisted of 31 males and 89 females ages fourteen to seventeen years (grades 9 through 11) from three counties in south-central Kentucky. Student participants were characterized as Leaders, Joiners, or Non-Joiners of school groups and were asked to complete the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV) (BarOn & Parker, 2000), which assessed emotional intelligence, and the Social Skills Rating System - Secondary Student Form (SSRS) (Gresham & Elliott, 1990), which provided an evaluation of social competence. Teachers of the students in the study were also asked to complete a Social Skills Rating System-Teacher Form. Results lent support to three of the four hypotheses. Female leaders exhibited higher than chance Total EQ scores, as well as higher scores on Intrapersonal, Interpersonal, and Adaptability factors than the standardization sample. Male leaders appeared to possess more ability within the domain of Adaptability than the standardization sample. Significant mean score-differences existed between the emotional intelligence scores of those identified as Leaders, Joiners, and Non-Joiners of groups. Emotional intelligence was not shown to increase with age, as no significant correlations emerged between emotional intelligence scores and age levels. Finally, teacher ratings of social skills were significantly higher for leaders than for Joiners and Non-Joiners of groups. Implications and suggestions for further research were discussed.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Swett, Megan L. "Early childhood education: It's long-term impact on social competence." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2522.
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A majority of support for early childhood interventions comes from the strong evidence of the
positive impact of rigorous evaluations of three comprehensive programs: the Abecedarian
project, High Scope Perry Preschool, and the Chicago Child-Parent Centers (Issacs, 2008). There
has been no major study of the long-term impact of preschool education since the 1970s. Thus,
the purpose of the following study was to look at graduates from The Opportunity Project (TOP)
program, a current preschool program in Wichita, Kansas and follow them through their first two
years of school in the Derby USD 260 system. The study addressed social interactions of
emotional maturity, social competence, and behavioral competence. The findings indicated that
TOP second graders had the highest scores in all three areas. This indicated that second graders
used behavior competence, social competence, and emotional maturity skills more than 75
percent of the time. The study also assessed teacher ratings of TOP graduates rank on social
skills compared to other children in the classes. The findings show that the difference between
TOP graduates and the rest of the class is significant for second graders in behavioral
competence, social competence, and emotional maturity scores. This study found that these data
begin to indicate a positive difference in social skills in program children than non-program
children.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
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Ryan, Joachim P. "The relationship between gender, social competence and aggression in adolescents." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514368.
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Pavliga, Gail K. "Toward a Conceptual Definition for Social Competence: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1209056212.
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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.
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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Sethi, Geena. "Positive Parenting and Contextual Instability Influence on Children's Social Competence." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244797.
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Children are exposed to many different forms of instability such as economic, geographic and family instability. These forms of instability may present risks to children’s social development. This study considered the potential buffering role of positive parenting practices on children’s social competency, in the face of instability among a community sample of 53 families with children in the 4th - 6th grade. Findings do not suggest a buffering affect of positive parenting practices on children’s social competency, although a negative correlation between geographic instability and children’s social competency was found.
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Cheek, Griffin. "The Impact of Social and Cognitive Variables on Communication Competence." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3627.
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College students are increasingly engaged in watching online videos and using social media. Therefore, researchers should attempt to better understand how these variables as well as other social and cognitive variables, affect the communication competence of students. The researcher administered a questionnaire to 392 college students from a private medium-sized West Coast university using various modified scales examining student-to-student confirmation, social support through social media, online video viewing, self-esteem, personal reports of public speaking anxiety, and communication competence. Student-to-student confirmation and online video viewing were measured using new sets of scales developed by the researcher. The data from the surveys was analyzed to determine which independent variables have the greatest influence on communication competence. Student-to-student confirmation, social support through social media, online video viewing, and self-esteem all have a significant positive relationship with communication competence. The correlation analysis also found a significant negative correlation between personal reports of public speaking anxiety and communication competence. A regression analysis showed that the combination of social support through social media, online video viewing, self-esteem, and personal reports of public speaking anxiety demonstrated predictive power regarding communication competence. These results suggest that there are important relationships between both social and cognitive variables and communication competence.
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Hertsberg, Naomi. "Self-perceived competence and social acceptance of children who stutter." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/2893.
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Young children who stutter have shown the capability of developing an awareness of stuttering as early as age two (Ambrose & Yairi, 1994; Yairi & Ambrose, 2005; Boey et al., 2009; Ezrati-Vinacour, Platzky, & Yairi, 2001). The child's awareness of both his communication difficulty and the response of listeners to his speech has the potential to adversely affect his cognitive and social-emotional development, as well as his self-perception of overall competence. The purpose of this study was to examine self-perceived general competence and social acceptance in children who stutter (CWS) and children who do not stutter (CWNS), and to assess the extent to which temperament, speech disfluency, expressive and receptive language abilities, and home environment both co-vary and predict children's perception of their own competence. Participants included 16 CWS and 16 CWNS between the ages of 4;0 and 5;10. Results of the MANOVA revealed no significant between-group differences in perceived competence or social acceptance, language abilities, temperament, or home environment between the two groups; because stuttering severity and time since onset of stuttering were not calculated for CWNS, these two values were not included in the MANOVA. Results of the backwards linear regressions revealed that the best two-regressor model for predicting perceived general competence in all subjects included the temperament constructs of surgency and negative affectivity; in CWS only, surgency and expressive language together were the most predictive of perceived general competence. The best two-regressor model for predicting perceived social acceptance in all subjects included negative affectivity and receptive language; in CWS only, receptive language and stuttering severity together were most predictive of perceived social acceptance. However, none of these relationships reached significance. Taken together, results suggest that as a group, CWS present with similar temperamental profiles as CWNS, and that a child's speech and language skills are linked to his perception of peer acceptance, while a tendency for risk taking and a generally positive view of new situations may be more important for self-perception of overall competence in the world. Theoretical and clinical implications are discussed.
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Baistow, Karen Ann. "Behavioural psychology as a social project : from social engineering to the cultivation of competence." Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264393.
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Green, Vanessa A. "Gender and social competence as predictors of social interaction in a limited resource situation." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36566/1/36566_Digitised%20Thesis.pdf.
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The Movie-Box paradigm has been used to study the strategies children use to access limited resources. In this approach, one or more children are required to operate a Movie-Box (e.g., press a switch, pull a string to reveal the screen) so that a peer can view a movie (e.g., cartoon). The task involves cooperation and competition. The present dissertation examined the influence of group composition (i.e., samevs.mixed-sex) and social competence on the strategies used by unfamiliar children to view cartoons displayed in a Movie-Box. One hundred and fifty-six Grade 1 children were assigned to groups of four. Groups were mixed- or same-sex, and included high or low social competence children. Each group was observed for 10 minutes using a Movie-Box arrangement that allowed for only one child to view the cartoon at any single time, but required that two other children help by operating the equipment. Four studies were conducted. Girls in same-sex groups had more viewing time than boys in same-sex groups. However, girls in mixed-sex groups appeared to be at a disadvantage because they gained less viewing time than boys. Boys used a greater number and range of strategies than girls. Boys' strategies were also more self-assertive and agonistic. More low social competence children used the push strategy than high competence children. The strategies children used to enter the viewing position were more indirect than those used to maintain the viewing position. Children who gained the most viewing time in each group showed less helping behaviour than those with low viewing time. They used a greater quantity of strategies and were more demanding than low viewing children. Children who gained more than the average amount of viewing time, but helped less than average, used more selfassertive strategies than those who viewed and helped more than average. Girls in same-sex groups were more likely to help and view more than average. Overall, the results suggest that cooperation and competition is influenced by gender and group composition. Theoretical and implied implications are discussed.
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Lam, Wing-chung. "A study of the effects of supervision on community worker's competence /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470071.
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Sedig, Sheila Marie Dolan. "Public Health Perspectives of Cultural Competence." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594537.
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Racial health disparities and social injustices in health care continue in the United States (US) despite decades of research, policies, and programs dedicated to their elimination (Feagin & Bennefield, 2014). Cultural competency education of health care providers has been one way purported to help sensitize professionals to these inequities, thus seeking to address racial bias, unequal treatment, and misunderstandings of minority populations (Office of Minority Health, 2001). Such education can begin when students enter academia to commence their health care education, and certainly occurs as a student moves on through their academic career, particularly as they enter their post-graduate level studies. Investigating the required cultural competency course of a Master of Public Health (MPH) program through the perspectives of faculty, current students, and alumni for its ability to develop culturally sensitive health care practitioners was the aim of this case study. Document analysis and direct observation of the one cultural competency course required for all concentrations in one MPH program was undertaken. This was a semester-long course and was offered face-to-face and online; both were observed. In-depth interviews of faculty, current students, and alumni of the same program were also conducted. Using the public health critical race (PHCR) praxis theoretical framework (Ford & Airhihenbuwa, 2010b), data was analyzed to determine how, and to what extent, faculty teach cultural competency, students internalize this instruction, and alumni put this education into practice. By using a critical theoretical framework designed for public health program development, this study found that such a framework has effective utility as a curriculum – this framework could be used to increase students understanding of racial issues that impact health and health care. Data also revealed a schematic believed, by faculty, students, and alumni, to be important for the development of cultural competence. The findings also point to the importance of creating space in the classroom for both minority and majority voices to feel free to express difficult issues without repercussions of stereo-typing and name-calling; and for faculty to be able to effectively deal with such discourse. Curriculum that addresses issues of health disparities and social justice, classroom praxis, and faculty role-modeling can be combined to create the institutional environment where culturally sensitive and socially just health care practitioners may emerge.
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Soenarso, Lany Idawati, and n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.
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The study consists of five chapters. The first chapter
gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the
social competence of Indonesian speakers of English so that
they will be regarded as competent speakers in social
interaction. Language competence, including the notion of
linguistic competence, together with the notions of
communicative competence and social competence, is discussed
in the second chapter, since it underlies the language
learner's knowledge and ability to create and maintain a
harmonious atmosphere in social interaction. Furthermore,
the theory of communicative competence will include
competency in sociocultural rules of use which will specify
the ways in which utterances are produced and understood
appropriately with respect to the components of
communicative events outlined by Hymes. Speech act theory,
particularly as it relates to complimenting behaviour is
discussed.
Chapter three reviews research on complimenting behaviour
and considers some possible reasons why Indonesians do not
pay as many compliments as Australians do. Ways of
perceiving face - threatening acts and politeness are
related to different cultures with different social values
because of their different traditions, experience, ways of
development and ways of thinking. Developing from these
considerations of theory and research, the fourth chapter
describes the study project which deals with what counts as
a compliment in Indonesian and Australian English, what to
compliment about and how people compliment as well as how
people accept and respond to compliments. Analysis of some
problems caused by lack of awareness of the differences
between cultures and the effects of applying ones own
strategy in complimenting behaviour, leading to
misunderstanding, are also discussed. In the final chapter,
the results of the project suggest what Indonesian learners
of English need to be taught to help students develop social
competence in complimenting behaviour. Suggestions for
improving the social competence of Indonesian speakers of
English are made.
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Hood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.
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Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.
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Toran, Hasnah. "Early identification of social-emotional competence among young children in Malaysia /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1335363481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.
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Whipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.
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Williams, Wesley. "CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/710.
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The Masters in Social Work (MSW) program at California State University of San Bernardino utilizes a substantial portion of lecture hours bringing attention to areas in which racial disparities exist, as well as the negative impact that these racial disparities have on certain cultures and communities. This project focuses on the disparities involving African-American families in the public child welfare system and how cultural competence trainings may impact this overrepresentation. This research project consists of the exploration of past research relevant to this project, which pertains to cultural competence, the overrepresentation of African-American, and trainings on cultural competence. In addition, a 5-point Likert-scale survey focused on the need and effectiveness of cultural competency trainings from a student’s perspective, was completed by CSUSB MSW students. The data was then analyzed using SPSS statistics software employing tests that included frequencies, ANOVA, and a t-test. This project hypothesized that perspectives on cultural competence and cultural competence trainings differed along racial lines, and that there was no significant difference in response based on year in MSW program. Only the latter was support according to the data. This could also be interpreted to mean that students are not receiving much curriculum on cultural competence, which the curriculum is not meaningful enough to change their perceptions, or that students enter the program with fairly favorable perceptions of the importance of cultural competency.
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Noble, Sarah M. "The Relationship Between White Racial Identity, Multicultural Competence and Social Justice Advocacy Competence Among White Licensed and Certified School Counselors." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555490979255335.
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Gemarino, Junelle F. "Cultural Competence Among Oncology Health Care Providers." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/76.
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The purpose of the study was to examine cultural competence among oncology health care providers. Specifically, the study assessed how career type, presence of previous diversity training, and education affected overall cultural competence of oncology health care providers.
The study used a quantitative survey design with self-administered questionnaires. A total of 36 voluntary oncology health care providers completed the cultural competence assessment survey. Participants were asked of their cultural awareness/sensitivity, cultural behaviors, previous experiences of diversity trainings, and some demographics questions. Descriptive (e.g. mean, frequency distributions) and inferential (e.g. t-test, one-way analysis of variance) statistics were used to analyze the data.
Findings of the study showed that the levels of cultural competence among oncology health care providers were low to moderate. Oncology health care providers who were social workers and registered nurses tended to report more frequent culturally competent behaviors, compared to other career types of health care providers. The study also found that those who had specific previous diversity training tended to report higher levels of cultural competence compared to those who did not have those diversity trainings. Findings of the study suggest that there be a need for improvement in the cultural competency practice among oncology health care providers. The results of this study could serve as a reference in the initial evaluation of exploring cultural competency health care practice in the specialization of oncology.
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Passarelli, Rebecca E. "The Measure of Social and Emotional Competence in Children (MSECC): An open-source, stakeholder-informed, and strength-based assessment tool for social and emotional competence in children." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594293390441975.
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Nilsson, Maria, and Malin Edring. "Teamchefer och vårdpersonal-Deras upplevelser kring kompetens och kompetensutvecklingTeam Leaders and care personnel in homecare- There experiences concerning competence and the development of competence." Thesis, Kristianstad University College, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4390.
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ABSTRACT
We have chosen to write an essay about competence because we think that it is an important and a current subject of interest, both to us as future team leaders, but also to all activities within the community. We have a background working with eldercare and we have noticed that there are continued changes going on. This made us want to study what team leaders and their staff think about competence and the development of competence.
The purpose of this study is to analyse how team leaders work to develop competence with their personnel working in home care. We also want to analyse how the personnel experience their competence and their need for development of competence.
We have chosen a qualitative method with half structure interviews. With this method have we looked at the personnel’s experiences from their perspective and we have looked at how they understand their competence and need for development of competence. We also looked at how the team leaders experience their situation from their perspective.
The result of our study is that the personnel’s experience that they get all the development of competence that they demand and need. They also feel that their competence is important. The study also shows that the team leaders do a lot for the development of competence within their personnel.
Keywords: Homecare, personnel, team leaders, competence, development of competence
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Kowert, Rachel V. "Gaming in a social world : examining the relationship between social competence and online video game involvement." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5284/.
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The proliferation of affordable and accessible Internet connectivity has changed the way video games are played by allowing individuals to connect worldwide in shared gaming spaces. These highly social environments allow players to connect, interact with, and learn from each other. However, there is a growing concern that these social environments also have the potential to displace real-world connections and interactions, contributing to a variety of losses in ‘offline’ sociability (Chiu, Lee, & Huang, 2004; Cole & Griffiths, 2007; Kim, Namkoong, Ku, & Kim, 2008; Peters & Malesky, 2008; Shen & Williams, 2010). While the association between online video game play and social incompetence remains widespread, so much so that it has evolved into a core component of the cultural perceptions of those who participate within online games (Kowert, Griffiths, & Oldmeadow, 2012; Kowert & Oldmeadow, 2012), empirical evidence illustrating this relationship has been conflicting and the potential mechanisms underlying these associations remain unclear. The work contained within this thesis aims to clarify the veracity of previously drawn conclusions, and evaluate social differences amongst adult video game players to uncover if, and how, online video game involvement supports, or undermines, the development and maintenance of traditional social skills. To this end, three, large-scale survey studies were conducted. While the results indicated that more involved online players display some variation in social outcomes as compared to other game playing groups, a general lack of unique or magnified relationships between Involvement and social outcomes within online players largely discredits the contention that increased online video game involvement inevitably coincides with severe social consequences. However, the emergence of inverse, linear relationships between video game involvement, the importance and likelihood of achieving offline social goals, and social expressivity, and a positive linear relationship with emotional sensitivity, both off- and online, does suggest that video game play may be a socially displacing activity and that users of this medium could be experiencing some social changes due to use. Taken together, it can be concluded that there are consistent links between video game involvement and social skills, which are likely attributable to social displacement effects. However, these relationships are not unique to, or substantially magnified within, online communities.
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Copeland, Haidee A. 1963. "Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA)." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11528.
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xiv, 115 p. : ill. (some col.)This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in 2004 by Gardner and Amoroso to provide a more rigorous methodology by which to assess the acceptance of the technology by consumers. The development of an intervention that includes parental input in a repeated measurement of social validity and efficiency over time, together with the inclusion of a unique population parameter (parental groups) within a repeated measure, reinforced the appropriateness of the decision to use a Type 2 translational research model. This study consisted of two distinct phases. Phase 1 of the development process was conducted using separate focus participant groups: Group A (students with AS/HFA), Group B (parents/caregivers of students with AS/HFA), and Group C (educators of teens with AS/HFA). Phase 2, a small pilot study utilizing the newly created curriculum, was conducted using complete triads. This triad consisted of a student with AS/HFA, the student's parent/caregiver, and an educator of said student. These groups (ultimately triads) developed and refined a school-facilitated social skills intervention that utilized the goals and objectives of the student and her/his family in conjunction with existing opportunities within the community to design, implement, track, and modify a social skills program that was functional for the unique needs of the student. Findings suggest the Social Skills Triad curriculum may be a viable alternative method for teens with AS/HFA to develop and master social skills across settings over time that are meaningful to students, their families, and the home/school communities in which they function.
Committee in charge: Dr. Jeffrey Sprague, Chair; Dr. Kenneth Merrell, Member; Dr. Debra Eisert, Member; Dr. Gordon Hall, Outside Member
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Newhart, Sean. "The Influence of Family Functioning on Social Competence, Social Support, and Mental Health Among College Students." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898795.
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There are a multitude of factors that influence college students’ mental health. Among such factors, there is little research on the influence of family functioning, social competence, and social support on the mental health of college students. This quantitative research study examined the relationships among the identified variables utilizing structural equation modeling. Results indicate that although there are relationships between each variable, the a priori theoretical model established by the researcher did not fit the data well. Implications for mental health practitioners and researchers are explored in light of the researcher’s findings.
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Polk, Pamela. "Intercultural competence for public health nurses." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/625.
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Public health nurses are required to communicate important communicable disease and preventative health information to an increasing number of immigrants and refugees accessing the American public health system. They must also obtain information on a broad scope of topics about clients and/or their children. Little attention has been paid to the study of intercultural communication between public health nurses and their diverse clientele. The purpose of this study was to identify barriers affecting communication between public health nurses and their immigrant and refugee clients. The Developmental Model of Intercultural Sensitivity developed by Milton Bennett provided a conceptual framework for review and analysis of study results. Data were collected using semi-structured formal interviews with a network sample of 17 nurses. Analysis of the data indicated four major themes: (1) common use of a Western- European, ethnocentric communication style; (2) insufficient recognition of how the dominant culture's values, beliefs, and behaviors affect those from non-dominant cultures; (3) inadequate or irrelevant prior diversity training; and ( 4) lack of available and competent interpreters necessary for translation of information during interviews. These categories capture the essential barriers preventing effective communication with culturally diverse clients.
From the perspective of the nurses, communication barriers due to cultural or language differences result in difficulty obtaining compliance with public health mandates such as childhood immunization and medication regimens, and limit understanding of preventative healthcare practices. The results of this study provide information and insight for the development of intercultural sensitivity training for public health nurses. A training program that demonstrates cultural training theory, methods, and suggested sequencing is included. An additional sample training outline follows that offers public health nurses culture specific information regarding Hmong refugees.
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Turner, Jacob Stephen. "Investigation of the Relationships among Socially Interactive Technologies, Communication Competence, Social Cognition, and Formal Written Discourse." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245352041.
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Mohapatra, Leena. "Attention Regulation and Social Competence in Younger Siblings of Children with Autism." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/691.
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Younger siblings of children with autism (Sibs-ASD) are at risk for the development of an Autism Spectrum Disorder (ASD) or subclinical social and cognitive deficits better known as the Broader Autism Phenotype (BAP).The current study utilized a multi-level approach to examine executive attention and social competence in preschool-aged Sibs-ASD and a comparison group of age-, sex-, and Verbal IQ-matched younger siblings of children without autism (Sibs-COM). Forty-two participants (24 Sibs-ASD, 18 Sibs-COM) completed a modified version of the Children’s Attention Network Task (ANT), with electroencephalograph (EEG) collected simultaneously, and a peer interaction paradigm with an unfamiliar peer.Overall, Sibs-ASD and Sibs-COM displayed comparable performance on behavioral indices of the Children’s ANT, P3 amplitude and latency, and measures of observed social functioning. Surprisingly, Sibs-ASD displayed a reduced (less negative) N2 amplitude and shorter N2 latency, most evident at Fz compared to FCz, a finding not observed in Sibs-COM. Furthermore, on a parent-report index of social functioning,Sibs-ASD reportedly displayed greater social impairments than Sibs-COM. Interestingly, post-hoc analyses indicated that differences in N2 amplitude and social functioning were most apparent between affected Sibs-ASD and Sibs-COM. Therefore, results of this study provide support for social and cognitive deficits consistent with theories of the BAP.
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Carter, Leonie Joanne. "Executive function and social competence in children with attention deficit hyperactivity disorder." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/29052.
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Executive function deficits have been implicated in the difficulties experienced by children with attention deficit hyperactivity disorder (ADHD) (Pennington & Ozonoff, 1996). In particular, impairments in inhibition and self-regulation have been reported (Barkley, 1997). In addition, many children with ADHD experience social difficulties (Barkley, 1998) and this may influence the generally poor long-term outcome experienced by many of these children (Taylor, Chadwick, Hepinstall & Danckarets, 1996). It is argued that the cognitive and social difficulties are not related. Problems with impulsive or disinhibited responding may disrupt the information processing system for socially relevant information. This study aims to investigate the association between executive function and social competence in everyday life in children with ADHD and compare their results to a control group. In addition, this study aims to investigate whether children with ADHD have emotion recognition deficits, in comparison to a control group. Twenty-one children with a diagnosis of ADHD and twenty-one children with no diagnosis of ADHD were assessed using a battery of executive function tasks and were asked to complete a questionnaire related to their social competence. In addition, parents and teachers were asked to complete two questionnaires regarding the child’s social competence in everyday life. This study found that children with ADHD performed equally well on executive function tasks, measuring inhibition and cognitive flexibility. However, there was a significant difference between the groups on measures of social competence. There was evidence of an association between the executive function tasks and social competence measures for the control group, but not the ADHD group. Children with ADHD performed as well as the control group on an emotion recognition task. It is argued that a decrease in disinhibited behaviour results in improved peer relationships (Barkley, 1990). However, the findings from this study contradict this hypothesis. It is suggested that earlier intervention and the provision of effective social skills training may help alleviate some of the difficulties experienced by individuals with ADHD.