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Dissertations / Theses on the topic 'Social skills in children'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Hannesdottir, Dagmar Kristin. "Social Skills among Socially Anxious Children in Iceland." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32635.

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The primary purpose of this study was to examine the nature of social skills in socially anxious children from a social learning theory perspective. The reasons why socially anxious children often perform poorly in social situations have not yet been fully resolved. Is it due to lack of social skills or are these children too inhibited and nervous in social situations to exhibit the skills they possess? Ninety-two elementary and middle school children (age 10-14 years) in Kopavogur, Iceland participated in the study and completed questionnaires on social phobia and anxiety, social skills, assertiveness, and self-efficacy and outcome expectancy in social situations with friends and strangers. Based on how socially anxious they reported to be on the Social Phobia and Anxiety Inventory for Children (SPAI-C), 59 children were selected for further study. Results showed that socially anxious children reported being less socially skilled, less assertive with strangers than with friends, and lower in self-efficacy and outcome expectancy than children in a normal comparison group. However, the socially anxious children were not rated as less skilled by parents or teachers than the other children. Implications for the assessment and treatment of children and adolescents with social anxiety are discussed.
Master of Science

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2

Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.

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There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.

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3

Gower, Michael W. "Improving social skills in children with autism." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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4

Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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5

Eversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.

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Social skills training is a need among autistic adolescents. This investigation examined a social skills training program involving several teaching strategies. Specific social skills were targeted for improvement. Attempts to decrease negative social behaviors were made. Five autistic adolescents participated in the program and five were selected for the no-treatment group. Two measures were used. A survey addressing the skills targeted in the program was completed by parents and teachers before and after the program. A test conversation with a stranger and a peer was conducted with each subject before and after the program. Anecdotal information was obtained from therapists, teachers, and parents. Results provided information on the effectiveness of this social skills program. The benefits and limitations of the program were discussed.

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6

Quaschnick, Amy J. "Creating an effective social skills intervention." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005quaschnicka.pdf.

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Quaschnick, Amy J. "Creating an effective social skills intervention." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008quaschnicka.pdf.

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8

Goetz, Cameron Allen. "Social skills and social problem solving as stress protective factors in childhood depression." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992800.

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9

Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)

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10

Gadalla, Saleh. "The Effectiveness of Social Skills Training to Enhance Social Skills of Children with Autism in Libya." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/93ca63e9-7cbb-4ee5-89d1-b377deaacc08.

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Context: This study aimed to investigate the efficacy of a training programme for enhancing the social skills of children in Libya who have autism. This study takes into account the fact that there are similar services in Libya that are addressing the social and educational needs of children with autism however these remain in the early stages of development and are making little progress, largely because of the lack of robust knowledge and understanding that exists around autism by policy makers, the general public and organisations. Consequently, this study is intended to act as a basis for gaining a greater understanding about how such services could be more effectively developed in Libya. This study is particularly unique in that it gives considerable attention to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of families in Libya. Libya has been chosen as the site for this research for three main reasons: first of all because it is my country of origin and therefore holds a special place in my heart; second because it is an interesting context manifesting the various barriers and challenges to social change due to myths and misunderstandings; and third because I know many children whose life chances and opportunities have been reduced only because their guardians, carers and other professionals did not understand their conditions and did not see their abilities. As a Libyan, I want to contribute to this field of knowledge and practice to ensure that children will have access to equal opportunities to their non-autistic counterparts. Objective: The aim of this study was to determine whether the training programme, which was designed by the researcher, is effective in improving the social skills in children with autism in Libya. Method: Data was collected from two questionnaires and programme evaluation sheets (SST). The sample comprised of thirty-four children with autism, aged between ten and fifteen years of age. The children were divided into two groups of thirteen; one as the experimental group and the other as the control group. The programme ran for eighteen weeks. The researcher assessed the children’s social skills before, during and after it was completed. During the first twelve weeks (or the implementation stage), the researcher met the children for 30 minutes three times a day. Results: At the start of the training programme (pre-test stage), there were no statistically significant differences in the mean scores of social skills between the experimental and the control groups in the pre-test stage. As the training went on, the mean scores increased and showed statistical significance (post-test stage) between the experimental and the control group in the direction of the experimental group. After 8 weeks of terminating the training and in the follow up measurement of the experimental group’s social skills, there was a statistically significant difference between the experimental and the control group in their respective social skills in the direction of the experimental group. Conclusion: It was concluded, therefore, that the training programme had significantly improved the social skills of children with autism in Libya and it should be implemented on a wider basis. Training programmes from other parts of the world can be made culturally relevant and effective with appropriate adaptations. Key Limitations: This study was conducted on a small sample group (34 children in total) in only one part of Libya (Benghazi). Further, the sample group was of a particular age group (under 15 years).

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11

Bomb, Pinky. "Social skills and siblings in India." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4295.

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Thesis (M.S.)--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 27, 2006) Includes bibliographical references.

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12

Isbel, Joanne. ""The good friend guide" : a group social skills intervention /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18047.pdf.

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13

Cheng, Wan-yee Vennie. "Early social and communication skills of children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791613.

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14

Mucha, Lynn Scott. "Temperament, cognition, social skills, and play in young children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941585.

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The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Preschoolers' cognition was measured by the Bracken Basic Concept Scale (Bracken, 1984) and play styles were obtained through systematic observation of free play using the Smilansky/Parten play matrix. Factor analysis of the TABC subtests, BBCS scores, SSRS scores, and play category observations revealed four unique factors. Among the four factors, a mastery motivation factor emerged as well as did an impulsivity factor. Salient loadings of these two factors were primarily a combination of TABC subtests, SSRS scores, and BBCS scores. Play styles formed their own factors with both cognitive play levels and social play levels defining separate and unique factors. Results and implications of these findings are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

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15

Baldock, Wynn P. "Self-efficacy, efficacy appraisal and social skills in children." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53863.

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According to the current literature, dysfunctional social behavior in children is purported to be strongly related to adult behavior problems. Hersen and Bellack (1977) reported that deficits in children's social skills are generally the result of "a deficient learning history, wherein the necessary responses never became a viable part of an individual's repertoire, or the result of the disruptive effects of anxiety that inhibit behavior" (p. 510). Thus, social skills training usually consists of a behavioral-acquisition procedure designed to provide the necessary skills repertoire, promote more skillful response alternatives, and reduce social anxiety. Based on social learning theory (Rotter, 1972) and Bandura's (1977) theory of self-efficacy, individuals who display dysfunctional social behavior in a given situation may be handicapped by perceived inefficacy, rather than, or in addition to, a lack of appropriate social knowledge of social skill. To date, no research has examined the relative roles of self-efficacy and children's self-efficacy appraisal in producing social skill deficits in either aggressive or withdrawn children. The purpose of the present research was two-fold: (l) to assess and investigate the relationship between self-efficacy, self-efficacy appraisal skills, and social behavior, and (2) to examine the relative effectiveness of a social skills training group, a social skills plus efficacy appraisal group, and a discussion group in remediating social skill deficits in children judged to exhibit aggressive and withdrawn behaviors in the classroom and on the playground. In general, the results of the current research failed to support the experimental hypotheses. Nevertheless, posttreatment changes in efficacy appraisal and self-efficacy were obtained, and some differential effects of treatment attributable to status of subject were reported. Unfortunately, however, post-treatment changes on measures of efficacy appraisal and self-efficacy did not generalize to produce subsequent changes in social behavior. Several alternative explanations for these results are discussed.
Ph. D.

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16

Price, Katherine. "Early social communication skills of children with cerebral palsy." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10025176/.

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The clinical motivation for this study arose from repeated observations that some children with cerebral palsy (CP), despite provision of equipment and support, were still failing to reach their expected communication potential. In the clinical field, this failure has been commonly viewed to be the result of physical dependence on adult partners, or linked directly to the children’s physical or learning disabilities, arising from the neurological and developmental deficits associated with CP. Social responsiveness and shared attention underpin language and communication development. Children with cerebral palsy (CP) may be vulnerable to disruption in the development of these foundation skills (Nordin & Gillberg, 1996). However, there are few guidelines for assessment of these skills in this group of children (Watson & Pennington, 2015). This current study aimed to: 1. develop an assessment protocol to support the identification of autism spectrum disorder (ASD) in children with CP at GMFCS levels IV and V; 2. compare the assessment tool (Gaze-NoTe) profiles of performance of children with CP with those seen in children with ASD and with children with Down syndrome (DS); 3. investigate any links, for the children with CP, between social communication deficits skills/deficits and performance on other measures of motor, language, visual and cognitive skills. The study included 57 children in these three groups, matched for age, language and non-verbal abilities. The children with CP (n=32) were screened for their ability to use looking behaviours to give responses (Clarke et al., 2016). A measure of social responsiveness/joint attention, (Gaze-NoTe), accessible by all three groups was derived from established assessments. Children with CP gave reliable responses to the tasks offered, and a range of skills was seen. Many children showed social responsiveness/joint attention skills at a level of development significantly below their language age/performance age, and the performance on the target measure Gaze-NoTe was significantly different across the three groups.

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17

Knight, Caleb. "Improving social skills in children with Asperger's syndrome : combining direct social skills training and peer mediated interventions." Thesis, University of East London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532495.

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18

Lau, Yuet-ying Esther. "Social skills training for patients with schizophrenia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725641.

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Zhou, Ning, and 周寧. "Social skills and play development in young children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196527.

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The goal of the study was to investigate the contribution of early social skills to play development in preschool children with Autism (ASD). Two social skills, joint attention and imitation and their relationships with simple play and pretend play skills, were investigated. A longitudinal study with three phases of time was conducted to explore the sequence of the development of joint attention and imitation and play skills. Self-developed scales were used to measure the variables of interests and the reliabilities of the scales were established. Multiple regressions showed that imitation at Time 2 mediated the relation between joint attention at Time 1 and play skills at Time 3. The implication of the results for understanding the nature of play development and for design of early interventions for preschool children with ASD are also discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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20

Oke, Carolyn Louise. "Social skills of children with cystic fibrosis and their siblings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq20894.pdf.

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Thompson, Susan. "The social skills of previously institutionalized children adopted from Romania." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ51928.pdf.

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Yeung, Wai-king Ophelia, and 楊惠瓊. "Facilitating communication and social skills training for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957596.

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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.

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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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25

Childers, Stephanie Angel. "The relationship between social skills and language acquisition in West Virginia." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.

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26

Nichols, Jill Howard. "Social Skills Training with Verbal Autistic Adolescents: A Case Study Approach." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500499/.

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Autistic adolescents need direct, systematic training of social skills since major difficulties in communication, lack of empathy, and various changes during adolescence present major roadblocks to the acquisition of normal peer relationships and increasing independence. A case study approach was utilized to examine treatment effects of a social skills training program implemented with four autistic adolescent boys in a naturalistic setting. Findings based on objective measures and subjective reports indicated that each subject made gains in targeted social skills over the course of treatment. Treatment strategies such as modeling, coaching, roleplaying, one to one instruction, and in vivo procedures were found to be effective teaching techniques. Major benefits and limitations of the study were discussed.

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Ng, Yim-wah. "Social skill training for children in institutional care : an exploratory study /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117051.

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28

Elliott, Patricia Margaret. "Social skills training with learning disabled students : a preventative approach." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28042.

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A multidimensional study was conducted with learning disabled students to assess the effects of a social skills training program. Included were measures of self-concept, peer acceptance, and social competency as rated by parents and teachers. Forty-six intermediate grade children were evaluated prior to the program and after 13 weeks of either treatment, or no treatment. In addition, evaluation of the effect of different instructors was carried out. It was hypothesized that subjects would demonstrate significant (alpha=.05) increases in positive self-concept, peer acceptance, and ratings of social competency by parents and teachers. Support for this hypothesis was found for parent ratings. A secondary hypothesis was that there would be no significant difference at the .05 level between subjects receiving treatment or the placebo from Instructor A and those receiving treatment or the placebo from Instructor B. Partial confirmation was found on the parent and teacher ratings of social competency. The hypothesis was rejected for peer ratings and self-concept measures. Suggestions for practices in education include: (a) the expanding of social skills training throughout the elementary school by presenting it as a progressive skill building program, (b) ways to interest educators in teaching social behavior, (c) application of social skills assessment and training as a function of the counsellor or school psychologist's role, and (d) the practical logistics of setting up a social skills training program in an educational setting. Implications for future research suggest: (a) ways to refine the present study's design, (b) an examination of social behavior and peer acceptance in both the regular and special education class environments, and (c) the need for further understanding of the developmental stages in social competency.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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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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Dunkley, Philippa J. "Evaluation of a social skills intervention for children with Asperger's syndrome." Thesis, University of Canterbury. Psychology, 1997. http://hdl.handle.net/10092/6959.

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Research has identified that deficits in social functioning are central to the presentation of Asperger's syndrome, and suggests that social skills training is a plausible and appropriate intervention to address these deficits. Social skills training with an identified Asperger's syndrome population and the development of a method for evaluating specific skill acquisition while participating within the group was undertaken for the present study. Amultiple baseline across behaviours design was used to evaluate the effect of a social skills programme on three target behaviours in four boys with Asperger's syndrome. The eight week programme was highly structured and taught conversation related social skills which were presented as useful rules or strategies. Three target behaviours; attending, initiating, and reciprocity were measured using a behaviour coding system to evaluate specific skill acquisition. Results varied between subjects but demonstrated a specific treatment effect in six of the twelve total measures. Nonspecific treatment factors were also recognised as influential in the improvements identified. The results also raise the possibility that individuals with differently subtypes of Asperger's syndrome may respond differently to social skills training. The results presented are consistent with the limited number of similar studies and lends support to the future use of social skills training groups for individuals with Asperger's syndrome.

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Chio, Fong-i., and 招鳳儀. "Evaluation of social skills training for mild grade mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961526.

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Hosokawa, Rikuya. "Marital Relationship, Parenting Practices, and Social Skills Development in Preschool Children." Kyoto University, 2017. http://hdl.handle.net/2433/225974.

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Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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Mok, Sui-tong. "The effects of social skills training for a group of F.1 pupils." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627310.

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Herrin, Melissa Jean. "Using Social Stories to Teach Social and Behavioral Skills to Preschool Children with Autism." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/1112.

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There is limited research support for the use of Social Stories with elementary and secondary-aged students. However, there is even less research support for the effectiveness of Social Stories with preschool-aged children. The purpose of this study was to investigate the effectiveness of Social Stories with three preschool-aged children diagnosed with autism. Using a multiple baseline design across subjects, Social Stories were implemented in the home setting. The children’s parents were responsible for daily implementation of the Social Story, as well as recording data daily. Direct observations were conducted once a week during the identified times the target behavior occurred. Data from these weekly observations indicated a high level of intervention integrity by the parents. For each child, a decrease in target behaviors was recorded after implementation of the Social Story. The results of this study support the use of Social Stories with preschool children with mild levels of autism.

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Preusse, Kathy A. "Fostering prosocial behavior in young children." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005preussek.pdf.

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Kelly, Kara. "Play therapy and the effects on social skills in children with autism." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009kellyk.pdf.

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Paape, Jennifer R. "Behaviors important for school success as preceived by parents." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006paapej.pdf.

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McNeill, Shelby Mae. "Family Environments and Children's Cognitive Skills: Accounting for Heritable Influences Through Comparing Adopted and Biological Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6465.

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Utilizing ECLS-K:2011 data, this study compares adopted and biological children to account for the role of heritable characteristics in explaining the relationship between family environments and children's cognitive skills. I find that cognitive skills do not differ across adopted and biological children after adjusting for the systematic differences between them. I also find that the relationship between family environment and children's cognitive skills does not differ across adopted and biological children. Taken together, these results suggest that the relationship between family environment and children's cognitive skills is not spurious.

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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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McGee, Christie L. "Social information processing skills in children with histories of heavy prenatal alcohol exposure." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3354845.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.
Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 109-134).

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Wright, Lisa A. "Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4761.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
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 March 3, 2008) Vita. Includes bibliographical references.

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Peled, Terry. "The development of social perspective-taking skills in maltreated elementary and high school students." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28505.

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The primary goal of this study was to assess the development of maltreated school-age children's ability to understand the thoughts, feelings, and points of view of others. Level of egocentrism and social perspective-taking coordination were assessed in a group of 49 maltreated and 49 demographically matched nonmaltreated children. Twenty-six elementary and 23 high school students in each group are individually interviewed and their responses to hypothetical interpersonal situations coded for egocentricity and level of perspective-taking ability. The findings revealed that the maltreated students were more egocentric and delayed in their perspective-taking development at both the elementary and high school level. Maltreated elementary school children with higher levels of egocentrism were more likely than their less egocentric peers to report higher perceived social competence and self-worth. Theoretical implications, within the context of an organic-developmental approach, and implications for future research and clinical interventions are discussed.

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Woodie, Karen. "The importance of social skills training as it relates to students with learning disabilities." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008woodiek.pdf.

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Rocha-Decker, Mariana Sandra. "The development and validation of the Proactive assessment of social skills for preschool children /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147833.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-172). Also available for download via the World Wide Web; free to University of Oregon users.

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Schilling, Rachel. "The Effects of Video Modeling on Social Maintenance Skills with Preschool Children." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/16.

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We are living in an era of growing technology. Therefore, technology is making its way into classrooms around the nation. A type of technology that is growing in popularity is video modeling. However, there is limited research in the area of effective use of video modeling used in classrooms, especially inclusive early childhood classrooms. Additionally, when the use of technology is investigated it is primarily researched with a certain population of students, specifically students with autism. This study examined the effectiveness of using video modeling to teach social maintenance skills to three preschool children with developmental delays within a preschool classroom. A multiple probe across participants design was used to determine the effects of video modeling on social maintenance skills. Results showed that the three student participants reached criterion on their social maintenance objectives. Results indicated all three children maintained and generalized the skill as well.

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Nikopoulos, Christos K. "Video modelling and behaviour analysis : promoting social skills in children with autism." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398974.

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Camaya, Claribel. "Teachers' perceptions of social skills instruction for children with autism spectrum disorders." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742176.

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The purpose of this phenomenological study was to explore how educators describe their lived experiences with regard to addressing social skills challenges for children with ASD and what meaning can be derived from the experiences of those educators. Digitally recorded semistructured interviews were conducted with twelve educators working in school settings in Southern California. The participants held a variety of titles and all participants had at least six years of experience teaching social skills to children with ASD. Findings from this study resulted in five major thematic groups: (a) defining social skills; (b) how social skills are assessed; (c) program characteristics; (d) instructional and standardization challenges; and (e) critical factors. Study findings primarily indicated a need for a more structured approach to research due to the diversity within the ASD diagnosis and the complexity and broad nature of social skills. Two major recommendations for future research evolved from this study. First, future research should systematically explore the varying characteristics within the ASD population and how intervention strategies or intervention types impact the subpopulations within the ASD diagnosis. Finally, research should explore social motivation as a possible pivotal characteristic for successful social skills development and whether it is possible to cultivate motivation.

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Buntin, Lynn M. "Theory of mind and social skills in children with autistic-spectrum disorders." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/15807.

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Impairment in social interaction is one of the defining characteristics of autistic-spectrum disorders. Three factors that may influence the pattern of social skills deficits in autistic individuals are explored in the present study. 1. Can the autistic individual pass theory of mind tasks? Baron-Cohen, Leslie and Frith (1985) suggested that the core impairments of autism could be explained by an inability to attribute mental states to oneself and others. The term 'theory of mind' is used to refer to this ability to represent mental states. 2. Does the autistic individual use logical/factual or mentalist strategies to solve theory of mind tasks? Happe (1994) suggested that if success on theory of mind tasks was due to the use of a logical strategy, this would explain why these individuals were still socially impaired. The underlying reasoning strategy about social situations may have an influence on everyday social interactions. 3. Is general social reasoning influencing theory of mind task performance and achievement of everyday social skills? Several suggestions have been made as to possible reasoning strategies that may be used by children with autistic spectrum disorders to solve theory of mind tasks or to circumvent a lack of theory of mind ability in everyday life. Children with high-functioning autism/Asperger's Syndrome were tested with a battery of theory of mind tasks (1st and 2nd order) and social reasoning tasks. Their performance on these tasks was compared to their everyday social skills as assessed by the Vineland Adaptive Behavior Scales (Sparrow et al, 1984) and other parentrated questionnaires. Results were reported and discussed in the context of the relevant literature. The effects of theory of mind ability, social reasoning skills and the central drive for coherence on the everyday social skills of autistic children were discussed. Implications for clinical interventions for social skills deficits in children with autistic-spectrum disorders were discussed.

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Johnson, Shannon Hudson. "The Social Skills and Friendships of Children with Velo-Cardio-Facial Syndrome." Xavier University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382970326.

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