Rozprawy doktorskie: „Social functioning in preschool children”

1

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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Daniel, Tracy L. "The Relationship Between Nutrient Intake and Social Emotional Functioning in Preschool Children". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2401.

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Mental health disorders are rising in children and being referred to as an epidemic. Numerous studies have shown micronutrient deficiencies and poor diet quality are suspected of playing a contributory role in the escalation of certain disorders. However, there is no research in young children focusing specifically on social emotional disorders and possible links to nutrition. Conventional treatment for social emotional disorders in children typically involves medication. Parents are increasingly turning to complementary and alternative medicine to treat their children with a method that is individualized and holistic. The biopsychosocial model provided the theoretical framework for this correlational study that investigated the association between nutrient intake and social emotional functioning. Multiple regression analyses were conducted to determine if diet/health indicators were significant predictors of any of the subscale scores on the Behavior Assessment System for Children - Second Edition (BASC-2), Parent Rating Scale -Preschool social emotional variables. Intake of food categories was measured by the amount reported by a sample of 119 parents over a three-day period. Higher levels of processed food consumption significantly predicted higher scores of atypicality. Additionally, reporting a family history of mental illness was associated with lower levels of hyperactivity and depression. The relationships between the other diet quality/health indicators and social emotional functioning in children were non-significant. The results of this study offer an alternative or supplemental treatment modality to psychotropic drugs. With the increasing health and economic burden of mental health disorders in children, the investigation of risk factors such as nutrient intake, is an essential and pressing research initiative.

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Teague, Rosemary Judith Patricia, i n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.

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A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.

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Teague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.

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A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text

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Fritz, Kristy M. M. A. "Assessment of cognitive functioning, language, behavior and social skills in preschoolers with velocardiofacial syndrome". Xavier University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385389518.

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Wojciechowski, Jennifer M. Wasik Barbara Hanna. "Exposure to community violence and preschool children's behavioral and social functioning the mediating role of parental depression and children's social cognition /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1937.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education School Psychology." Discipline: Education; Department/School: Education.

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Ram, Anshumala. "Effects of Head Start participation on cognitive and social functioning of children in the United States". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2000.

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Snyder, Marielle Christine. "Emotion-Related Regulation Strategy Use in Preschool-Age Children Who Stutter". Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556511064766463.

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Wimpory, Dawn. "Social engagement in preschool children with autism". Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.

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The nature of social engagement deficits in children with autism were explored through a series of linked studies. Guiding questions were as follows: i) Are the social deficits present in infancy?, ii) What strategies of adult-child communication facilitate social engagement in preschoolers? and iii) What are the long term effects of musically enhancing these strategies? To address the first question, an interview schedule (the Detection of Autism by Infant Sociability Interview, DAISI) was developed. It was retrospectively employed with parents of children with autism, and parents of learning disabled children without autism as a control group. This revealed social engagement deficits in eye-contact, gestural body-language and interactive babbling, before 24 months. None of these was attributable to learning disability. A subsequent study searched for clinical equivalents of the "scaffolding" role played by parents enhancing their normal infants' social and communicative performance. Videorecorded observations of clinicians and preschoolers with autism during one-to-one play-based assessments were analysed using an observation schedule developed for this study:- Coding of Active Sociability in Preschoolers with Autism (CASPA). This revealed relationships between clinical strategies and episodes of social engagement which confirmed and extended previous research. Facilitative strategies included musical-motoric activities together with self-repetitive communicative turns and/or turns that followed the child's focus of attention. Single case studies were then employed to evaluate clinical interventions (Musical Interaction Therapy) based around the facilitators of social engagement identified by CASPA. Onset of therapy was followed by improvements in social engagement related skills which were sustained for over a year after therapy. The emergence of child acts of teasing and pretend play during and following the period of Musical Interaction Therapy extended beyond the empirical findings of previous interventions. Theories of development in autism were discussed in the light of data from these studies.

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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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11

Nijakowski, S. Rachel Marie. "The relationship among cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population". Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722241.

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The purpose of this study was to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population. The subjects were 115 preschoolers (75 boys and 40 girls) under the age of 6 years who had received a psychoeducational battery of tests for either suspected learning difficulties, emotional problems, or attention disorders. This data was collected from the archival records in a children's hospital.Pearson product moment correlations were used to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition. Correlation matrices were formulated to investigate the relationship.Three groups were delineated dependent on the instrument used to assess the preschoolers: Group 1 received the Bayley Intelligence Scale for Children and the Wisconsin Adaptive Behavior Scale; Group 2 received the Bayley Intelligence Scale for Children and the Vineland Adaptive Behavior Scale; and Group 3 received the Stanford-Binet LM, the Vineland, and the Preschool Language Scale.The correlations obtained in Group 1 were all statistically significant (p<.01); these correlations for cognitive functioning and adaptive behavior were the highest of all the three groups. In fact, considerably higher than might be predicted after the review of the literature that contends that cognitive functioning and adaptive behavior are separate yet related constructs. Moderate correlations between cognitive functioning and adaptive behavior were found for the other two groups in alignment with earlier studies.In examining cognitive functioning and adaptive behavior for this referred preschool population it seems that the relationship changes as the child gets older. This study was not longitudinal; however, a greater separation of the constructs of cognitive functioning and adaptive behavior existed for the older child in this sample.In addition to examining the relationship between cognitive functioning and adaptive behavior, this study also looked at language acquisition in relationship to cognitive functioning and adaptive behavior. Statistically significantly high correlations were found for cognitive functioning and language acquisition for this study. The Preschool Language Scale Expressive subdomain was slightly more highly correlated with the Stanford-Binet LM than the Preschool Language Scale Receptive subdomain. This is consistent with the Vineland's Expressive subdomain correlating higher with the Stanford-Binet LM than the Vineland's Receptive subdomain. This suggests the age of the child has something to do with measuring language acquisition in the areas of receptive and expressive language.Given the moderate to high correlations for cognitive functioning, adaptive behavior, and language acquisition for this referred preschool population, it was concluded that measures of adaptive behavior and language acquisition assess constructs similar, yet distinct to cognitive functioning. Therefore, they are both valuable components in comprehensive assessment especially of children "at-risk".
Department of Educational Psychology

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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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Hartner, Teresa. "Computer use in preschool : effects on social interactions /". Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Taylor, Shelly Ann, i n/a. "Social functioning of children and adolescents with ADHD : communication functioning and social problem solving as possible underlying mechanisms". University of Otago. Department of Psychology, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090819.110407.

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Children and young people with ADHD often experience social difficulties, which are associated with poor psychological, behavioural, and academic outcomes. As yet, underlying mechanisms of poor social functioning are unknown. The social functioning of fifty-two children (M = 14.13 years) who had been diagnosed with ADHD four years previously and their matched controls were assessed using several measures: the ratings of parents/guardians and teachers, and children's self-reports; a conversation task; the Otago Social Dilemma Test. Analyses were conducted for the whole sample plus a Socially-Impaired subgroup (clinically significant social problems), and a Persistent-ADHD subgroup (continued to meet DSM-IV ADHD criteria). First we compared the social functioning of children in the ADHD group with that of children in the control group by analysing the questionnaire responses of parents/guardians, teachers, and children's self-reports. Children in the ADHD group and Socially-Impaired sub-group were rated as experiencing more social problems and having fewer social skills than control children, across all informants. Children also estimated their own popularity, and despite experiencing social difficulties, no differences in children's popularity ratings were observed between children in the ADHD group and control group. Given that children in the ADHD group showed social difficulties, we investigated whether these deficits were driven by children's conversation skills. Children engaged in a 15-minute conversation with an adult confederate. The frequency of conversation skills were coded and analysed. Across all groups, ADHD children asked more questions, were less likely to offer extended information in response to a question, and were more likely to make at least one unco-operative statement. The number of extended verbal responses accounted for a significant amount of the variance in participants' social skills. Overall, however, the conversations of children with and without ADHD were remarkably similar. It appears, therefore, that it may be language style that influences social difficulties. Next we investigated a second mechanism that might account for social difficulties observed in children with ADHD; social problem solving skills. Children completed the Otago Social Dilemma Test, which involved viewing vignettes of social dilemmas and generating possible solutions to these problems. Children in the ADHD group provided poorer descriptions and showed less understanding of the problems portrayed. Although the ADHD participants were able to generate a similar number of solutions to the social problems as the children in the Control group, they made poorer decisions about what was the 'best solution'. ADHD participants' choice for best solution significantly added to a model of their social problems, even after IQ and severity of inattentive symptoms had been added. Taken together, the present study supports research showing that children with ADHD experience social difficulties, but they may lack insight into the effect of their behaviour on their status among peers. Children's conversation and their problem solving abilities may be factors influencing poor social functioning. Interventions that focus on teaching children to recognise social cues and generate appropriate solutions to social dilemmas may be beneficial.

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Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Griffin, R. "Early social understanding in preschool children with autism". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599706.

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This thesis explores early-emerging components of social cognition in preschool children with autism. The autism group (ASC) is compared to a language delayed group and a typically developing group. The groups are matched on chronological age and non-verbal mental age. Mean ages ranged from 35.2 to 37.8 months. The first set of experiments examines the processing of biological and goal-directed motion patterns, using animated geometric shapes as stimuli. The second set of experiments investigates the processing of information from faces, including emotional referencing, prototype discrimination and gaze cueing. The prevalence of repetitive and ritualistic behaviour is also investigated. Results indicate that preschool children with ASC show intact processing of biological/purposive motion patterns and are not merely sensitive to lower-level properties such as contingent interaction of self-propelled movement. However, a bias toward perceptual-level encoding and local processing may interfere with the prediction of goal-directed motion in some instances. Results from the three experiments on face and emotion processing suggest that preschool children with ASC do not use emotional expressions as a source of information even though they are able to discriminate between prototypical expressions of emotion and impose similar categorical boundaries as controls. The results from gaze cueing study indicate abnormalities in the processing of eyes. The prevalence of repetitive and ritualistic behaviour does not appear to clearly distinguish preschool children with ASC from controls. A close analysis of the individuals from the ASC group within and across tasks suggests that the experiments are tapping specialised mechanisms and that impaired sensitivity to context and shallow processing of eyes are common in young children with Autism. An alternative framework for investigating the development of ‘theory of mind’ is introduced.

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Dodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children". Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.

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The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scores on the Behavioral Observation device and by teacher referral. A Sociometric-Assessment device was a l so used pre-post to measure the change of peer social standing. Results of t he multiple baseline analysis across subjects showed that five of the six subjects had a greater overall increase in social interaction during the Books & Music treatment phase. Results of the Sociometric-Assessment measure showed a positive change (p< . 001) in the target subjects social standing among peers. Follow-up data suggested some maintenance of treatment effects . Given all of the positive changes, music educators and therapists should consider this type of intervention.

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Armstrong-Betts, Alison Elizabeth. "Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury". University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314062861.

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Schorr, Efrat Altshul. "Social and emotional functioning of children with cochlear implants". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2408.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Human Development. 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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Gillooly, Amanda. "Atypicalities of social functioning in children with Williams syndrome". Thesis, University of Strathclyde, 2018. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=29559.

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Children with Williams syndrome (WS) are often reported to show a hyper-social phenotype which can pose implications for their interactions with strangers and peers. The present thesis aimed to obtain an in depth examination of two key areas of social difficulty in children with WS: social approach behaviour (SAB) and peer relationships. A multi-informant approach was used in order to examine the nature and stability of these atypicalities across environmental settings and from different perspectives. Within the present thesis, five studies are reported. Within chapters 3, 4 and 5, SAB was examined in children with WS (aged 7-16 years) by administering an experimental rating task (Adolph’s Approachability Task), a parent questionnaire and semi-structured interview. The children with WS indicated significantly higher levels of SAB in Adolph’s Approachability Task than typically developing (TD) children matched on verbal ability and TD children matched on non-verbal ability. These high levels of SAB were reported by parents to have substantial implications for the children’s vulnerability and family life. However, there was within-syndrome variance in the manifestation of this SAB. Impairment in social functioning, specifically deficits within social cognition and social awareness, were significantly associated with levels of SAB in the children with WS. Within chapters 6 and 7, questionnaires and interviews were used to solicit the perceptions of children with WS, their parents and teachers regarding the child’s peer relationships. Parents and teachers reported that many of the children with WS had difficulties forming and sustaining friendships and demonstrated atypical patterns of behaviour during social interactions. However, these peer relationship difficulties were not reported by the children themselves. Peer relationship difficulties were found to be significantly associated with the children’s deficits within social communication, social cognition and social awareness. The findings from the current thesis provide insight into substantial social difficulties among many children with WS. Importantly, and in line with the heterogeneous nature of the disorder, there was within-syndrome variance in the children’s social functioning. The present findings have important implications for both research and practice. These implications will be discussed, with suggestions for future research.

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Dantas, Maria Luiza. "Social Construction of Gender in Preschool Children: A Descriptive Study of Preschool Girls". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.

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Tan, Enda. "Infants’ performance on sociomoral evaluation tasks predicts parent report of preschool social functioning". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54293.

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The present study examined developmental continuity in social functioning from infancy to preschool. Specifically, we examined the relationships between infants’ performance on sociomoral evaluation studies and parent report of their preschool social functioning. Infants’ performance, emotional stability (fuss-out rate), and average habituation rate in moral evaluation tasks were collected. Preschool social functioning was measured through parent-report online scales. The results showed 1) that better performance on infant moral evaluation studies was associated with lower rates of parent report of preschool attention problems, social responsiveness problems, and callousness-unemotional traits, as well as higher rates of parent report of adaptive social skills, 2) that fuss-out rate across infant moral evaluation studies was positively associated with parent report of preschool anxiety, depression, and withdrawal, 3) that the relationships between the performance on infant moral evaluation studies and parent-report preschool functioning were stronger for males than for females, and that 4) these relationships were domain-specific. Together these findings provide preliminary evidence for longitudinal continuity in social functioning from infancy to preschool.
Arts, Faculty of
Psychology, Department of
Graduate

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Downes, M. "The development and assessment of executive functioning in preschool children with and without sickle cell anaemia". Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1502335/.

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Executive functioning is the ability to execute cognitive control in high-level processes such as planning or problem solving. Executive functions are susceptible to disease. Deficits have been highlighted in many school age and adolescent patient populations, including sickle cell disease. However, research with preschool children largely depends on general developmental measures, non-validated behavioural measures, and parental report, making it difficult to ascertain the extent of potential executive deficits. Sickle cell disease, the most common hereditary disorder in the United Kingdom, is a blood disorder caused by an abnormal gene for haemoglobin. These children are at a high risk of stroke, but even without stroke, they can develop deficits in executive functioning. Although executive deficits have been identified in school-age children with sickle cell disease, there has been no research in preschool children that has attempted to delineate whether these deficits are present and/or detectable at this early stage. Early detection could lead to the development of targeted interventions and improve school readiness. Executive tasks, including an ERP study, were developed, piloted, and validated with typically developing preschool children. One of the tasks was also normed in a larger population (N=166, 3-5 years). Tasks developed during this thesis that were considered valid were administered to children with sickle cell disease and a matched comparison group, alongside other recently developed and standardised assessments of executive functioning. Children with sickle cell disease obtained poorer scores on behavioural executive tasks with differences also observed for underlying neural correlates on the ERP task. However, these differences did not translate to parental report. Specific deficits, detected by behavioural measures, may not yet have translated into everyday issues. Disease-related factors did not predict executive performance, with family functioning and sleep problems emerging as important factors for executive development. The findings from this thesis inform future research in early assessment and intervention.

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Ale, Chelsea M. "Social anxiety and facial affect recognition in preschool children". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5731.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).

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Daniel, João Rodrigo. "Affiliative structures and social development in preschool children groups". Doctoral thesis, ISPA - Instituto Universitário, 2010. http://hdl.handle.net/10400.12/1111.

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Tese de Doutoramento em Psicologia Aplicada (Etologia) apresentada ao Instituto Superior Psicologia Aplicada
O grupo de pares é um dos principais contextos de desenvolvimento da criança durante a idade pré-escolar. Contudo, a maioria dos estudos sobre o desenvolvimento social da criança focam-se na procura de características individuais negligenciando os constrangimentos relacionais inerentes à ecologia do grupo de pares. A abordagem da etologia social, por contraponto, enfatiza a existência de diferentes nichos sociais que influenciam/constrangem o comportamento dos indivíduos, sugerindo que as diferenças individuais devem ser compreendidas à luz das relações diádicas e dos papéis sociais ocupados no interior do grupo de pares. Os trabalhos empíricos aqui apresentados são uma tentativa para estabelecer uma ligação entre estas duas tradições de estudo das relações afiliativas em crianças de idade préescolar. Partindo de uma amostra de 247 crianças Portuguesas, provenientes de 19 salas de aula diferentes, algumas das quais observadas em dois ou três anos consecutivos, foram analisados num primeiro estudo os padrões colectivos de proximidade social. Através da análise hierárquica de clusters da semelhança dos perfis de associação diádicos, em cada uma das salas, foram identificados três tipos de subgrupos afiliativos: (a) subgrupos em que as crianças para além de apresentarem perfis de associação semelhantes partilham, ainda, uma elevada proximidade mútua; (b) subgrupos de crianças com perfis de associação semelhantes, mas que tendem a não passar muito tempo juntas (baixa proximidade mútua); e (c) crianças não agrupadas. Diferenças significativas no viés intra-grupo para medidas comportamentais e sociométricas indicam que os subgrupos identificados não são meros artefactos estatísticos e que os diferentes tipos de subgrupos (elevada proximidade mútua vs. baixa proximidade mútua) são funcionalmente distintos. No segundo estudo, e recorrendo a desenvolvimentos recentes no campo da análise de redes sociais, analisaram-se os processos estruturais que estarão, potencialmente, na origem e desenvolvimento das estruturas afiliativas dos grupos de pares em crianças de idade préescolar. Os resultados deste estudo mostram que as relações afiliativas, nas 19 salas de aula, são altamente recíprocas, estabelecidas preferencialmente entre crianças do mesmo sexo e com a tendência para a criação de tríades transitivas. Estes resultados ajudam a compreender a existência dos subgrupos afiliativos identificados no primeiro estudo. No último estudo investigou-se a relação entre os níveis individuais de competência social e o tipo de subgrupo a que as crianças pertencem. A competência social foi avaliada tendo por base sete indicadores diferentes agrupados em três famílias distintas – motivação social e envolvimento, perfis de atributos comportamentais e psicológicos e aceitação de pares. As crianças pertencentes aos subgrupos mais coesos (elevada proximidade mútua) foram as que apresentaram níveis mais altos de competência social, enquanto as crianças não agrupadas eram geralmente menos competentes que os seus pares. Estes resultados sugerem que a pertença a um subgrupo mais coeso, entre outros factores, pode contribuir para um desenvolvimento social mais ajustado. Em suma, os trabalhos empíricos apresentados adoptam uma abordagem multi-método na tentativa de melhor compreender as estruturas afiliativas dos grupos de pares de crianças em idade pré-escolar, e o modo como estas estruturas se relacionam com o desenvolvimento da competência social. ---------- ABSTRACT ---------- The peer group is one of the main contexts for the development of preschool children. Nevertheless, most studies on child social development focus on individual characteristics neglecting the relational constraints inherent to peer group ecology. On the other hand, the social ethology approach emphasizes the existence of different social niches that influence/constrain individual behavior, stating that individual differences should be understood in the light of dyadic relationships and the social roles occupied within the peer group. The empirical works here presented are an attempt to establish a bridge between both traditions in the study of preschool children affiliative relationships. With a sample of 247 Portuguese children from 19 different classrooms, some of which were observed in two or three consecutive years, the collective patterns of social proximity were analyzed in the first study. Through the hierarchical cluster analysis of dyadic association similarity profiles, in each classroom, three types of affiliative subgroups were identified: (a) subgroups in which children besides having similar association profiles also share high mutual proximity; (b) children’ subgroups with similar association profiles but that do not tend to spend a lot of time together (low mutual proximity); and (c) ungrouped children. Significant differences found for in-group bias of behavioral and sociometric measures indicate that the identified subgroups are not mere statistical artifacts and that the different types of subgroups (high mutual proximity vs. low mutual proximity) are functional distinct. In the second study, recent developments in the field of social network analysis were used to investigate potential structural processes in the origin and development of affiliative structures in preschool peer groups. The results of this study show that the affiliative relations in the 19 classrooms were highly reciprocal, sex segregated and with a tendency to create transitive triads. These results help to explain the existence of the affiliative subgroups identified in the first study. In the last study the relation between individual levels of social competence and the type of affiliative subgroup to which children belong was assessed. Social competence was evaluated using seven different indicators, grouped into three distinct families – social motivation and engagement, profiles of behavioral and psychological attributes and peer acceptance. Children belonging to more cohesive subgroups (high mutual proximity) were the ones who presented higher levels of social competence, while ungrouped children were generally least competent than their peers. These results suggest that belonging to a more cohesive subgroup, among other factors, can contribute to a better social development. In sum, the empirical works here presented adopt a multi-method approach in an attempt to better understand the affiliative structures of preschool peer groups, and the way these structures relate to social competence development.

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26

Oswald, Donald P. "Social information processing in aggressive and withdrawn preschool children". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54397.

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In recent years, considerable attention has been given to a social information processing model as a means of understanding interaction patterns in children. Within the framework of that model, systematic biases have been found in the manner in which aggressive children process social information. The present study sought to extend that literature by applying the model to younger children, by examining the processing of withdrawn, as well as aggressive, children, and by employing traditional affect recognition tasks as the stimuli. Sixty preschool children were nominated by their classroom teachers as either aggressive, withdrawn, or well adjusted, according to their predominant interaction style. The children were then tested, using a set of affect recognition tasks which assessed stimulus encoding and interpretation. Stimuli consisted of facial expression photos and context stories portraying one of four emotions (Happy, Sad, Mad, or Neutral). The hypotheses of the study predicted systematic biases in stimulus encoding and interpretation, consistent with the subjects’ behavioral style. Analyses failed to support the hypotheses in that the groups failed to show identifiable systematic biases. Exploratory analyses revealed that subgroups of subjects demonstrated such biases, but those biases were related only to level of developmental maturity. The discussion of the findings explored issues which may have led to the negative results. Further research directions were also discussed which will help to clarify the questions raised by the present study.
Ph. D.

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Saby, Joni N. "Exploring Social Influences on Executive Function in Preschool Children". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/245027.

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Psychology
Ph.D.
The development of executive function in young children is currently a central topic in developmental science. Despite great interest in this area, empirical research examining the influence of social interaction on children's executive functioning is still scarce. The present study aims to fill this gap by addressing how aspects of current and preceding social interactions affect preschool children's executive function performance. In the first phase of the experiment four- and five-year-old children completed an activity either individually or in collaboration with an experimenter. Following this manipulation, children completed a series of executive function tasks. The first task was a motor contagion task in which children moved a stylus on a graphics tablet while viewing a background video of another person producing congruent or incongruent movements. Children also completed a go/no-go task, a two-choice spatial compatibility task (i.e., a Simon task), and two joint go/no-go tasks in which they essentially shared a Simon task with an experimenter. The main finding from the motor contagion task was that children who collaborated with an experimenter in the first part of the study were more susceptible to interference from observing incongruent movements produced by their partner from the collaborative activity compared to observing the same movements produced by an experimenter who merely observed the collaboration. In addition, for children in both conditions, the results of the go/no-go and Simon tasks indicated the presence of a joint Simon effect. Specifically, a significant spatial compatibility effect was observed in the Simon task and the first time children completed the joint go/no-go task with an experimenter. Importantly, there was no spatial compatibility effect when children completed an individual go/no-go task. No differences were found for the joint Simon effect related to the social manipulation. The findings are discussed in relation to their implications for our understanding of social influences on children's developing executive abilities.
Temple University--Theses

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Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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Gumley, Dianne. "Behaviour and social functioning in children with developmental coordination disorder". Thesis, City University London, 2005. http://openaccess.city.ac.uk/8470/.

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The present study investigated the behavioural profile shown by a group of children with Developmental Coordination Disorder (DCD), to provide clarification of patterns of difficulties, and to examine how they relate to the diagnostic criteria of an Autistic Spectrum Disorder. Children aged between 6 and 12 years were recruited to the study from three sources: a neurodevelopmental assessment clinic, the Dyspraxia Foundation and through informal contact. Informed consent was given by 107 families. Parents completed the Movement Assessment Battery Checklist, (Henderson & Sugden 1992) the Rutter A (2) parent questionnaire (Rutter, lizard & Whitmorel970), and an adapted version of the ASSQ (Ehlers & Gillberg 1993). Children with reported motor difficulties were found to have significantly more clinical behavioural difficulties as measured by the Rutter A (2) Scales. They also had significantly higher scores on the adapted ASSQ (AASSQ) than those without motor difficulties. Results indicate a significant positive correlation between degree of motor difficulty and scores on both the behaviour questionnaire and the AASSQ. The implications for clinical management and educational support are discussed.

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Tadic, Valerija. "Development of social functioning in children with congenital visual impairment". Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514388.

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Effects of significant visual impairment (VI) in childhood are profound and far-reaching, impacting on most developmental areas. In recent years, there has been a particular emphasis on the effects of VI on social communication and social cognition, with a focus on a potential link with autism. However, the mechanisms underlying specific socio-developmental difficulties and the 'autistic-like' presentation shown by some children with VI, as well as the mechanism by which many children with VI are able to overcome such developmental vulnerabilities, remain poorly understood and require further clarification. The goal of the research reported in the present thesis was to elicit further understanding of the developmental patterns of social functioning in children with VI, and gain a better appreciation of the role that language may play in these processes. The thesis focused on children with severe and profound degrees of congenital vision loss without additional impairments, as learning difficulties have been identified as a confounding factor. Their developmental outcomes were compared to those of a group of typically developing sighted children of similar age and ability. The children were assessed using parental/teacher questionnaires and a battery of developmental and experimental tasks targeting language, social communication, mental state understanding and discourse, and executive functioning. An important finding was a discrepancy between the structural language skills and pragmatic language use in children with VI. Additionally, a substantial proportion of children with VI showed socio-communicative profiles that were consistent with a broader autism phenotype. An investigation of the children's mental state language use, which was also reported, provided a useful context within which socio-pragmatic difficulties seen in children with VI in this research could be considered. A similar contribution was provided by a study of mother-child mentalistic language exchange, which emphasised specific strengths of socio-interactive environment of children with VI that future interventions can capitalise on. Furthermore, the developmental vulnerabilities imposed by VI were found to extend to a broader behavioural presentation in children with VI, including weaknesses in specific executive function domains. Such weaknesses, notably in cognitive shifting, were considered in the context of attentional mechanisms that may be particularly affected by vision loss in early development. A retrospective examination of attentional behaviours in pre-school development of children with VI helped to clarify these issues further, by shedding light on the potential precursors to the vulnerabilities in achieving social competence and adjustment in children with VI at school age. The findings are believed to offer original contribution to understanding the development of social functioning in children with congenital VI, and are hoped to contribute towards the diagnostic considerations and intervention strategies aiming to boost such children's developmental potential.

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Kim, Wheetai. "Friendship and conflict among preschool children". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034554.

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Dell, Laura. "Nature Preschool through the Eyes of Children". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153546562106319.

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McCormack, Sarah (Sarah Smith). "Academic Achievement Among Language-Impaired Children as a Function of Intensive Preschool Language Intervention". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504542/.

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Parents and professionals are concerned about the long-term effects of language problems on later academic, communicative and behavioral functioning of children. The purpose of this study was to examine the relationship of level of language impairment with type of class placement, reading achievement, and social emotional functioning. Subjects were 19 children, aged 4 years, 10 months through 10 years, 4 months, who had previously been enrolled in a preschool language development program. Statistical analyses were performed on data from the Kaufman Assessment Battery for Children (K-ABC), Test of Early Reading Ability (TERA), and the Achenbach Child Behavior Checklist (CBC). Results do not support a relationship between level of language impairment and academic or social/emotional functioning.

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34

Tarazi, Reem A. "Neuropsychological functioning in preschool-aged children with sickle cell disease : the role of illness-related and psychosocial factors /". Click for resource, 2004. http://dspace.library.drexel.edu/handle/1860/289.

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Savage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments". Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.

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In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.

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Parker, G. "Neuropsychological functioning and social communication in children excluded from primary school". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445778/.

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Autistic Spectrum Disorders (ASD) are characterized by difficulties in reciprocal social interaction and communication, with restricted interests and stereotyped behaviours (ICD-10 criteria World Health Organisation, 1996). Many of the difficulties experienced by individuals with ASD have been attributed to deficits in mentalising- the ability to attribute mental states to oneself and others in order to explain and predict behaviour. This thesis begins by considering the contribution that advanced theory of mind tasks have made to our understanding of mentalising abilities in ASD. It is concluded that there is substantial evidence that even the highest functioning individuals experience difficulties with mentalising. However, further progressing our understanding of mentalising in ASD will require a number of methodological improvements- in particular, greater attention given to controlling the effects of IQ and executive functioning. The empirical paper draws on these methodological points and explores mentalising and other aspects of social cognition in children excluded, or at risk of exclusion, from primary schools. Previous research has suggested that a sub-group of these children may have unidentified ASD (Gilmour, Hill, Place, & Skuse, 2004). The current study assessed primary school children on a range of measures of social cognition, including theory of mind. Children excluded from school were significantly more likely to meet ICD-10 criteria for ASD than comparisons. Furthermore, they were significantly more likely than comparisons to show deficits in social cognition and mentalising similar to those documented in ASD. It is concluded that there is strong evidence for a sub-group of children excluded from school with unidentified ASD. The critical appraisal expands on the implications of these findings, focusing on the issues involved in screening for ASD, and reflecting on clinical issues raised by the research.

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Stagg, Steven. "Social orienting in children with high-functioning autism and Asperger syndrome". Thesis, Goldsmiths College (University of London), 2011. http://eprints.gold.ac.uk/5920/.

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John, Karen. "Adaptive social functioning of children and adolescents : a cross-national study". Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267516.

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39

Freeman, Laura. "The Neuropsychology of Social Functioning in Children with Autism Spectrum Disorder". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/336721.

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School Psychology
Ph.D.
Autism spectrum disorder (ASD) is a developmental disorder characterized by impairments in social interaction, social communication, and repetitive or stereotyped interests (APA, 2013). The hallmark deficits present in children with ASD are difficulties in social interaction and reciprocation (Troyb, Knoch, & Barton, 2011). Social deficits in children with ASD include difficulty creating social relationships, initiating social interactions, emotional reciprocity, sharing enjoyment, perspective taking, and inferring interests of others (Bellini, Peters, Benner, & Hopf, 2007; Troyb, Knoch, & Barton, 2011). Research has indicated that children with ASD have fewer reciprocal friendships as compared to their typically developing peers overall (Rotheram-Fuller, Kasari, Chamberlain, & Locke, 2010) and are mostly peripheral or isolated from their classroom social networks as opposed to their typical peers (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012). While numerous interventions have been proposed to remediate these social difficulties, and there has been a plethora of research with regard to the efficacy and effectiveness of social interventions, few studies have investigated the underlying neuropsychological components associated with these difficulties. The executive function theory posits that the deficits present in ASD are a reflection of an impairment of higher order cognitive skills, such as those needed to plan and generate goal directed behavior. This theory suggests that deficits in higher order skills, such as working memory, planning, inhibition, set-shifting, and monitoring underlie the various deficits seen in the everyday functioning of people with ASD (Minshew, Webb, Williams, & Dawson, 2006). Executive deficits have been widely noted, albeit inconsistently, throughout the literature (Hill, 2004; Joseph & Tager-Flusberg, 2004; Pennington & Ozonoff, 1996); however, there is a paucity of research investigating the relationship between executive functions and social skills in children with ASD. The research thus far has been quite inconsistent with some studies failing to find any relationship between executive and social skills (Ozonoff et al., 2004; Landa & Goldberg, 2005) and others finding that some measures of executive functioning are related to social and/or adaptive skills (Gilotty, Kenworthy, Sirian, Black, & Wagner, 2002; Kenworthy, Black, Harrison, Della Rosa, & Wallace, 2009). The current study sought to investigate the relationship between executive deficits and social skills among a group of children with ASD. A total of 23 children with ASD who were included in the regular education classroom, age 5 to 12 years old, were administered a battery of performance-based neuropsychological tests to measure shifting, inhibition, and working memory skills. The Behavior Rating of Inventory of Executive Function (BRIEF) teacher report questionnaire was used to measure the student's executive functions in everyday settings. Social skills were measured with a playground observation and a Friendship Survey that was administered to children with ASD and their peers to capture their social connectedness in the classroom. Results indicated that children with ASD demonstrated impaired performance on performance-based measures of shifting, inhibition, and inhibition-switching. Performance-based measures of working memory skills were in the average range for the children's age. Children demonstrated impairments on several BRIEF clinical scales including Shift, Initiate, Working Memory, and Monitor. The only performance-based measures that were significantly related to social functioning were inhibition and inhibition-switching. Children with better inhibition skills nominated more peers as friends; however, children with better inhibition-switching skills spent more time in solitary play on the playground. Overall, ratings-based measures of executive functioning were more related to social skills. A number of metacognitive skills including initiation, working memory, and planning and organization were significantly related to a greater proportion of playground time spent jointly engaged as well as fewer rejections by their peers. No relationships were found between executive functions and measures of overall social connectedness in the classroom. This indicates that executive skills (as measured by teacher-report) are extremely important with regard to peer interaction on the playground and well as peer acceptance. As a result, social interventions may need to directly target these skills in an effort to increase social engagement and acceptance. This study, however, failed to find a relationship between executive skills and overall social connectedness in the classroom. Given that as the child ages he/she will spend increasingly less time in the playground environment, it is essential that future research investigate the underlying skills necessary to make and maintain friendships.
Temple University--Theses

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Fernyhough, Charles. "Social and private speech as determinants of early cognitive functioning". Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337962.

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Shepherd, Elizabeth J. "Intervening to Promote Social Skill Usage in Head Start Preschoolers: A Single-Group Design Evaluation of Effectiveness". Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ShepherdEJ2008.pdf.

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42

Poon, Pui-lok, i 潘培樂. "The association between socioeconomic status and dental caries in preschool children: a systematic review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46941873.

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43

Quamma, Julie Perkins. "Executive function and social problem-solving in maltreated and non-maltreated preschool children /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9191.

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Hartweg, Janine. "Identification and assessment of intentional physical injuries to hospitalised preschool children". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51793.

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Thesis (MA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: This research investigates the indicators, different role players and the assessment process of intentional physical injuries to children who are hospitalized. The basic premise for this research is the importance of professionals working with children in acquiring skills and knowledge on handling physically abused children. Physical abuse affects and requires the involvement of the entire family of the physically abused child. It is therefore necessary to consider the physically abused child as a part of the larger family system, and not assessed or treated in isolation. The purpose of this research is to broaden the theoretical knowledge of professionals working with children, and specifically social workers, in identifying and assessing physically abused children. This research report includes an investigation of risk factors, consequences and the adjustment process of physically abused children. Knowledge of these indicators of physical abuse will increase the awareness and the ability of the social worker or other professional to identify the injury as intentional. The assessment process by the multi-professional team in the hospital is also examined, focusing on the central role of the social worker in managing cases of physically abused children. The phases of the assessment process, the role of each team member, the various techniques applied as well as factors influencing assessment are described. The empirical research involved the use of both qualitative and quantitative methods in order to explore the theoretical part of the research. This section can be divided into three phases. The first phase included setting up a profile, over a period of four months, of physically abused children under the age of five, who were admitted to the hospital and their families (N = 24). Of this sample, the characteristics and circumstances of four parents/perpetrators (n = 4) were investigated in the form of interviews, which formed part of the second phase of the empirical research. The third phase included conducting a survey with the social workers (n = 5) that assessed physically abused children in the hospital. This was done III the form of questionnaires, which included closed and open-ended questions. The findings and responses of the respondents were analyzed and compared with the findings from previous studies undertaken by various authors. The findings of this research can be used as guidelines for professionals in general who work with children, and more specifically social workers in a hospital that assess children presenting with intentional physical injuries.
AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek die aanduidende faktore, die rolspelers en die asseseringsproses van fisies mishandelde kinders wat gehospitaliseer word. Die uitgangspunt is die noodsaaklikheid van professionele persone wat met kinders werk, en veral maatskaplike werkers, om kennis en vaardighede te hê, ten einde kinders wat fisies mishandel is te kan hanteer. Omdat die hele gesin van die mishandelde kind geaffekteer word en betrokke is, is dit belangrik om die fisies mishandelde kind nie in isolasie, maar as deel van die familie sisteem te kan benader. Die navorsingsondersoek het ten doel om die teoretiese kennis basis van professionele persone wat met kinders werk, en spesifiek maatskaplike werkers, oor die identifisering en assesering van fisies mishandelde kinders uit te brei. Ten einde maatskaplike werkers se kennis van die probleem onders aandag uit te bou, vervat die navorsingsverslag 'n bespreking van die risiko faktore, gevolge en aanpassingsproses van die fisies mishandelde kind. Kennis van hierdie aanduiders sal die bewusdheid asook die vermoë van professionele persone om die fisiese mishandeling te identifiseer, verhoog. Die asseseringsproses deur die multiprofessionele span in die hospitaal word ook ondersoek, met fokus op die sentrale rol van die maatskaplike werker in die hantering van fisies mishandelde kinders. Die fases van die asseseringsproses, die rol van elke spanlid, verskeie tegnieke en faktore wat assesering beïnvloed, word bespreek. Die teoretiese doel van die verslag word uitgebrei in die empiriese ondersoek, deur 'n bespreking van die bevindinge wat deur veskeie metodes verkry is. Kwalitatiewe asook kwantitatiewe metodes is benut tydens die drie fases van die empiriese ondersoek. Die eerste fase was die opstel van 'n profiel wat oor 'n tydperk van vier maande geneem is, van fisies mishandelde kinders wat toegelaat is in die hospitaal en hul gesinne (N = 24). Vanuit hierdie streekproef, is die eienskappe en omstandighede van vier ouers/oortreders (n = 4) ondersoek deur middel van onderhoude, wat die tweede fase van die ondersoek bevat. Die derde fase was om 'n opname te doen met die maatskaplike werkers (n = 5) wat die fisies mishandelde kinders in die hospitaal asseseer. Die bevindinge en response van die respondente is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die bevindinge van hierdie navorsing kan as 'n riglyn gebruik word deur professionele persone wat oor die algemeen met kinders werk, en meer spesifiek maatskaplike werkers wat fisies mishandelde kinders in 'n hospitaal asseseer.

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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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Sha, Di. "Parental education background, social support, and preschool-aged children with obesity". Thesis, Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143174.

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Childhood obesity is a serious public health problem. The present study investigated the association of parental educational background and social support with children’s weight status, and assessed whether parental depression influences the association of educational background and social support with children’s weight status. The study included data from 175 children in Stockholm County aged 4–6 years with obesity and a mean body mass index (BMI) standard deviation score (SDS) of 3.2; 45% of the cohort were male. Data included information provided by 98 mothers and 93 fathers. Forty-four percent of mothers had a university education, 66% were overweight or obese, and 77% displayed minimal depression symptoms. Forty-six percent of fathers had a university education, 52% were overweight or obese, and 87% displayed minimal depression symptoms. The association between parental educational background and social support and child BMI SDS was investigated using regression analysis for mothers and fathers. Results showed that educational level reported by fathers was negatively associated with high BMI SDS among children. Even after controlling for covariates, a low level of paternal education remained associated with a high BMI SDS among the children. Neither social support nor parental depression modified the effect of parental education on child BMI SDS.

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Morris, Christopher H. "Assessing Mental Health of Native American Children: Relationship of Acculturation with Social, Emotional, and Behavioral Functioning". DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6133.

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The literature indicates that, in comparison to children of other ethnic minority groups, Native American children may be at greater risk for a variety of emotional and behavioral Ill disorders and negative psychosocial conditions. Many may also struggle to resolve issues related to cultural identity. Understanding how Native American children and families relate to the cultures within which they live is a critical aspect of preventing and treating childhood mental disorders. Although Native children and families face persistent social pressure to adapt to a multicultural world, no systematic research exists examining the relationship between families' experience of acculturation and their children's social, emotional, and behavioral functioning. This study described features of acculturation among Native American children and families, and explored the relationship between these cultural features and children's functioning. The study relied primarily upon the perceptions of 186 children and parents from an American Indian tribe of the southwestern United States, each reporting on their own traditionalism, and their perceptions of the child's social-emotional competencies and problems. Child and parent perceptions were augmented by parent report of other family characteristics. Consistent with the literature, factor analytic and psychometric findings indicated that traditionalism is a multidimensional construct that can be measured reliably among children and adults. These findings are especially significant because few psychometrically adequate instruments exist to assess traditionalism or acculturation among Native American children. Few relationships were found between child emotional and behavioral problems and acculturation. A consistent pattern of relationships indicated an association of parent- and child-reported traditionalism with lower perceived levels of child social and behavioral competencies. Exceptions to this pattern included the tendency of children to see themselves as more socially competent if they were involved with traditional ceremonies. Parent reports indicated an association between biculturalism and positive perceptions of child competencies. These findings must be cautiously interpreted in conjunction with the specific cultural and historical context of these families. Characteristics of the data placed some limits on multivariate analyses, and most study findings should be viewed as exploratory. Recommendations are included for further research required to adequately understand relationships between family acculturation and child functioning.

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Kleisinger, Carmel Louise. "A comparison of social perceptual development in antisocial and normally functioning children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/MQ30492.pdf.

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Perry-Parrish, Carisa. "Gender-Atypical Emotion Regulation in Children: Relations to Social and Psychological Functioning". Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/Perry-ParrishC2007.pdf.

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Haslop, Maisy. "Processing speed, social functioning and resilience in children treated for brain tumours". Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583268.

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Objectives: To investigate cognitive and motor functioning in children treated for brain tumours. To also assess processing speed as a possible mediator in the outcomes of children treated for medulloblastoma in the posterior fossa. Design: A cross-sectional design was used. There were two groups. Children treated for medulloblastomas, and an age and gender matched non-CNS control group of children treated for Wilm's tumours. There were 14 participants in each group. Participants were aged between nine and 16 years old. Methods: Participants were assessed using measures for processing speed, attention, fine motor and visual motor co-ordination. Long-term outcomes were assessed using measures of intelligence (IQ), academic achievement, adaptive functioning, social functioning, and resilience. Results: There were significant differences between the two groups. Participants treated for medulloblastoma were significantly impaired on measures of processing speed, attention, fine motor and visual motor co-ordination. The medulloblastoma group performance was also significantly worse on measures of IQ, academic, adaptive, and social functioning. Interestingly, processing speed was found to be a significant mediator in the outcomes measured. When processing speed was co- varied, the group differences were no longer significant. Conclusion: The results of this study offer information on the impact of medulloblastoma on cognitive and motor abilities. It also offers novel information concerning the processing speed as a possible mediator in long-term outcomes of 3 children treated for medulloblastoma. This information will help with the design of interventions to target specific deficits. This will also provide additional information on the links between processing speed and outcomes. 4

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