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Cuskelly M, Gilmore L, Rayner C, Girkin F, Mulvihill A, Slaughter V. The impacts of typically developing siblings on the developmental outcomes of children with disability: A scoping review. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 140:104574. [PMID: 37531815 DOI: 10.1016/j.ridd.2023.104574] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 06/06/2023] [Accepted: 07/19/2023] [Indexed: 08/04/2023]
Abstract
BACKGROUND Siblings represent an important influence on children's development. It is possible that sibling influence on developmental outcomes differs in sibling pairs when one of the children has a disability. Previous research has tended to focus on outcomes for typically developing siblings when they have a brother/sister with a disability. AIMS The purpose of this scoping review was to explore empirical studies reporting on the impact of siblings on the developmental outcomes of children with disability to better understand the areas that are influenced by siblings and the factors that contribute to this influence. METHOD To identify relevant studies, the electronic databases of EBSCO, ERIC, Informit, Ovid, ProQuest and Scopus were searched. These searches were supplemented by direction from the authors on relevant literature and citation searches of papers identified for inclusion. Descriptive details were extracted, followed by details related to research design and findings of the studies. OUTCOMES AND RESULTS Twenty-two papers were determined to meet inclusion criteria. Investigations of sibling influence have concentrated on children with ASD; other groups are not well represented. There is some evidence that having older siblings may be protective for children with ASD; however, this was not an invariable finding. There is too little consistency across studies to determine whether and how siblings influence development of children with disability. CONCLUSIONS AND IMPLICATIONS Further work is required to understand the potentially crucial influence that siblings may have on developmental outcomes of children with disability.
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Affiliation(s)
| | - Linda Gilmore
- School of Psychology & Counselling, Queensland University of Technology, Australia
| | | | - Fiona Girkin
- School of Education, University of Tasmania, Australia
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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1653. [PMID: 36674408 PMCID: PMC9864451 DOI: 10.3390/ijerph20021653] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 01/09/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
| | - Penelope Hasking
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
| | - Suze Leitão
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Elizabeth Hill
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Mark Boyes
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
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Stiles-Shields C, Shirkey KC, Winning AM, Smith ZR, Wartman E, Holmbeck GN. Social Skills and Medical Responsibility Across Development in Youth With Spina Bifida. J Pediatr Psychol 2021; 46:341-350. [PMID: 33236095 PMCID: PMC7977436 DOI: 10.1093/jpepsy/jsaa113] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 10/28/2020] [Accepted: 10/30/2020] [Indexed: 12/16/2022] Open
Abstract
OBJECTIVE To examine the predictive role of social skills in youth with spina bifida (SB) on growth in medical responsibility across development. METHODS As part of a larger, longitudinal study, 140 youth with SB were assessed across four time points (ages 8-22 across time points). Mixed-effects models were investigated for change with: (a) no predictors (i.e., change in medical responsibility across age; time was examined using the participant's age, centered at 11.5 years); (b) social variables (i.e., observed social behaviors, parent- and teacher-reported social skills) as predictors; and (c) social variables as predictors with intelligence quotient, lesion level, and sex as covariates. RESULTS Significant growth with age was identified for medical responsibility (p < .0001). Observed, parent-reported, and teacher-reported social skills did not significantly predict this growth; however, all three predicted the intercept for medical responsibility at 11.5 years of age (ps ≤ .047). Parent-reported social skills remained a significant predictor of the intercept at 11.5 years of age when including the covariates (p = .008). CONCLUSIONS Children with SB who exhibited more positive social skills were more likely to a have higher level of medical responsibility in late childhood, but higher levels of social skills were not associated with a more rapid increase in responsibility over time. Identifying existing social strengths and promoting the practice of prosocial skills may have additional benefits to children with SB, including their acquisition of medical responsibility.
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Affiliation(s)
- Colleen Stiles-Shields
- Section of Community Behavioral Health, Department of Psychiatry and Behavioral Sciences, Rush University Medical Center
| | | | | | - Zoe R Smith
- Psychology Department, Loyola University Chicago
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Zinkevich A, Uthoff SAK, Boenisch J, Sachse SK, Bernasconi T, Ansmann L. Complex intervention in augmentative and alternative communication (AAC) care in Germany: a study protocol of an evaluation study with a controlled mixed-methods design. BMJ Open 2019; 9:e029469. [PMID: 31467052 PMCID: PMC6720491 DOI: 10.1136/bmjopen-2019-029469] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
INTRODUCTION The current practice of service delivery in Germany for people with complex communication needs (CCN) who are in need of augmentative and alternative communication (AAC) is characterised by diverse problems, including a lack of clarity in the responsibilities of the service providers involved. To address these issues a new service delivery model has been put in place, implemented in three AAC counselling centres for patients with a particular health insurance across Germany. The implementation of a new service delivery model aims to improve individualised service delivery. The model goes beyond standard care by adding case management, counselling, AAC training and, if needed, AAC therapy. This study aims to evaluate the effectiveness of this complex intervention. METHODS AND ANALYSIS In consideration of the complexity of the new service delivery model, formative and summative evaluation will be conducted. The formative evaluation will provide data based on qualitative and quantitative assessments of the competences and perspectives of all involved stakeholders, including a proxy measurement of persons with CCN. The summative evaluation will include a controlled study design as the new service delivery model will be compared against the service delivery in an existing contract and against data gathered from caregivers of AAC users provided with standard care. With the exception of the individual interviews the data will be collected from proxies-that is, informal and formal caregivers. ETHICS AND DISSEMINATION Data collection, storage and evaluation meet the currently valid data protection regulations. Consultation by the responsible data protection officer of the Oldenburg Medical School and a positive vote from its Ethics Committee were obtained prior to the start of the study. Dissemination strategies include the presentation of the obtained data and results in the form of publications and at conferences. TRIAL REGISTRATION NUMBER DRKS00013628.
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Affiliation(s)
- Anna Zinkevich
- Department of Health Services Research, Faculty of Medicine and Health Sciences, University of Oldenburg, Oldenburg, Germany
| | - Sarah Anna Katharina Uthoff
- Department of Health Services Research, Faculty of Medicine and Health Sciences, University of Oldenburg, Oldenburg, Germany
| | - Jens Boenisch
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | - Stefanie Kalén Sachse
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | - Tobias Bernasconi
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | - Lena Ansmann
- Department of Health Services Research, Faculty of Medicine and Health Sciences, University of Oldenburg, Oldenburg, Germany
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Dučić B, Gligorović M, Kaljača S. Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2017; 31:296-307. [PMID: 28707351 DOI: 10.1111/jar.12385] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2017] [Indexed: 11/30/2022]
Abstract
BACKGROUND Social competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation (SR) on social skills in persons with moderate intellectual disability (MID). METHOD The sample included 41 participants with MID, aged 14-21. Memorizing animals and maze tasks were used for WM assessment. SR skills were assessed by the Behavioral Multitask Batteries. Social skills were rated by the Socialization subscale from the Adaptive Behavior Assessment System II, which consists of two parts. RESULTS Social skills part could mainly be predicted from SR scores (β = -.441), followed by WM (β = .390) and IQ score (β = .382). Only WM score (β = .494) had a predictive value for Leisure time part. CONCLUSION As WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.
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Affiliation(s)
- Bojan Dučić
- Department of Special Education and Rehabilitation of Persons with Disabilities in Mental Development, Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Milica Gligorović
- Department of Special Education and Rehabilitation of Persons with Disabilities in Mental Development, Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Svetlana Kaljača
- Department of Special Education and Rehabilitation of Persons with Disabilities in Mental Development, Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
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Kauffman NA, Kinnealey M. Comprehensive Social Skills Taxonomy: Development and Application. Am J Occup Ther 2015; 69:6902220030p1-10. [PMID: 26122679 DOI: 10.5014/ajot.2015.013151] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE We developed a comprehensive social skills taxonomy based on archived children's social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis. METHOD We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups. RESULTS We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified. CONCLUSION This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills.
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Affiliation(s)
- Nancy A Kauffman
- Nancy A. Kauffman, EdM, OTR/L, is Private Practitioner, Newtown Square, PA;
| | - Moya Kinnealey
- Moya Kinnealey, PhD, OTR/L, FAOTA, is Faculty Emeritus, Occupational Therapy Program, Temple University, Philadelphia, PA;
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Saylor CF. Pioneers in pediatric psychology: technology, mentors, collaborations, and life experiences in an evolving pediatric psychologist. J Pediatr Psychol 2014; 40:185-92. [PMID: 25413714 DOI: 10.1093/jpepsy/jsu097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
- Conway F Saylor
- Department of Psychology, The Citadel and Department of Pediatrics, Medical University of South Carolina Department of Psychology, The Citadel and Department of Pediatrics, Medical University of South Carolina
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Soleimanieh Naeini T, Keshavarzi Arshadi F, Hatamizadeh N, Bakhshi E. The effect of social skills training on perceived competence of female adolescents with deafness. IRANIAN RED CRESCENT MEDICAL JOURNAL 2013; 15:e5426. [PMID: 24693408 PMCID: PMC3955523 DOI: 10.5812/ircmj.5426] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/13/2012] [Revised: 06/16/2013] [Accepted: 11/04/2013] [Indexed: 11/30/2022]
Abstract
Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
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Affiliation(s)
- Tahereh Soleimanieh Naeini
- Department of Psychology and Education of Exceptional Children, Islamic Azad University- Central Tehran Branch, & Pediatric Neuro-rehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, IR Iran
| | | | - Nikta Hatamizadeh
- Pediatric Neuro-rehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, IR Iran
- Corresponding Author: Nikta Hatamizadeh, Pediatric Neuro-rehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, IR Iran. Tel: +98-2122180132, Fax: +98-2122180132, E-mail:
| | - Enayatollah Bakhshi
- Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, IR Iran
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Holwerda A, Groothoff JW, de Boer MR, van der Klink JJL, Brouwer S. Work-ability assessment in young adults with disabilities applying for disability benefits. Disabil Rehabil 2012; 35:498-505. [PMID: 22823955 DOI: 10.3109/09638288.2012.702846] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
PURPOSE To investigate the impact of diagnosis, co-morbidity, secondary conditions (e.g. learning problems, subclinical mental and somatic complaints, addictions, and socio-emotional and behavioral problems) and problems in social context on work ability as assessed by Insurance Physicians (IPs) in young adults applying for a disability benefit. METHOD IPs of the Social Security Institute assessed young adults with disabilities (aged 15-27) applying for a disability benefit (n = 1755). Data were analyzed with multilevel ordinal regression techniques. RESULTS Primary diagnosis, co-morbidity and subclinical mental complaints were associated with IP-assessed work ability. Persons with mental health conditions as primary diagnosis were less likely to reach a higher work ability than persons with somatic diseases. Young adults with two or more co-morbid conditions and those with psychiatric or developmental co-morbidity were less likely to reach a higher work ability level than persons without co-morbidity. Young adults with subclinical mental complaints were half as likely to reach a higher IP-assessed work ability than young adults without this condition. CONCLUSION Primary diagnosis, type and number of co-morbid conditions and subclinical mental complaints are associated with IP-assessed work ability. Work-ability assessments among adolescents with disabilities applying for disability benefits still focus mainly on medical factors.
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Affiliation(s)
- Anja Holwerda
- Department of Health Sciences, Community & Occupational Medicine, University Medical Center Groningen, University of Groningen, The Netherlands.
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Fagerlund A, Autti-Rämö I, Hoyme HE, Mattson SN, Korkman M. Risk factors for behavioural problems in foetal alcohol spectrum disorders. Acta Paediatr 2011; 100:1481-8. [PMID: 21575054 DOI: 10.1111/j.1651-2227.2011.02354.x] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AIM To examine risk and protective factors associated with behavioural problems of children and adolescents following prenatal alcohol exposure. METHODS A total of 73 children and adolescents with foetal alcohol spectrum disorders (FASD) were assessed for internalizing, externalizing and total behavioural problems using the Child Behavior Checklist. Linear regression models were used to determine the effects of diagnostic and environmental risk and protective factors on behaviour, while controlling for age, sex and IQ. RESULTS Length of time spent in residential care was the most pervasive risk factor associated with internalizing, externalizing and total behavioural problems. A low dysmorphology score was related to more internalizing and total problems. CONCLUSIONS Children and adolescents prenatally exposed to alcohol faced greater risk of substantive behavioural problems (i) if they were less visibly alcohol affected and (ii) the longer time they had spent in residential care. The results underscore the clinical importance of appropriate services and care for less visibly affected children with FASD and highlight the need to attend to children with FASD being raised in institutions.
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O'Brien K, Slaughter V, Peterson CC. Sibling influences on theory of mind development for children with ASD. J Child Psychol Psychiatry 2011; 52:713-9. [PMID: 21418062 DOI: 10.1111/j.1469-7610.2011.02389.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND Research indicates that having child siblings is positively associated with theory of mind (ToM) in typically developing children. As ToM is important to everyday social behaviours it is important to extend this research to examine whether there are similar sibling effects for children with autism spectrum disorders (ASD). METHODS Theory of mind and executive functioning abilities of 60 children clinically diagnosed with ASD were assessed with batteries of standard tasks. Verbal mental age (VMA) and severity of autism symptoms were also measured together with number of child-aged siblings (1 to 12 years) and position in the sibling constellation. RESULTS Having older siblings was a significant negative predictor of ToM performance for children with ASD, even after controlling for age, VMA, executive function and autism symptom severity. A weaker ToM benefit of younger siblings was not statistically significant independently of control variables. CONCLUSIONS In sharp contrast to findings for typically developing preschoolers, having an older sibling was a disadvantage for ToM development in children with ASD. Conceivably, older siblings may over-compensate for their younger ASD siblings in social interactions, thereby limiting opportunities for social-cognitive growth. Parental attitudes, family resources, cultural norms and access to educational interventions may also conceivably be relevant and clearly warrant further research.
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Cook F, Oliver C. A review of defining and measuring sociability in children with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:11-24. [PMID: 21036013 DOI: 10.1016/j.ridd.2010.09.021] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2010] [Revised: 09/13/2010] [Accepted: 09/21/2010] [Indexed: 05/30/2023]
Abstract
There is a substantial body of research indicating that compromised social functioning for individuals with intellectual disabilities has far reaching implications for quality of life, community participation and wellbeing. However, an inherent difficulty for research into social functioning is the lack of agreed definition of key concepts in the area. The current paper reviews definitions for four concepts related to the central concept of sociability (social cognition, social competence, social skills and social behaviour). By reviewing the definitions available in the wider social and cognitive psychology literature and comparing these to definitions provided in research with individuals with intellectual disabilities it is clear that concepts are poorly defined. The current article proposes working definitions which may be used give impetus to future debate in the area. The clinical implications of having implicitly understood concepts rather than definable and measurable traits are considered. The review calls for researchers to provide definitions for the concepts under investigation and their relationship to measures employed in research.
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Affiliation(s)
- Fay Cook
- Cerebra Centre for Neurodevelopmental Disorders, School of Psychology, University of Birmingham, Edgbaston, Birmingham, England B15 2TT, United Kingdom.
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Abstract
Birth order is considered one of the most influential environmental factors in child development, affecting cognitive abilities and behavioral traits. This study investigates the effect of birth order in relation to attention-deficit hyperactivity disorder (ADHD), the most common neuro-behavioral disorder of childhood. The study describes birth order of 598 children aged 6 to 18 years diagnosed due to attention-deficit hyperactivity disorder. The cohort contains relatively large size families because 47.1% of the participants were born in families of more than 4 children. The results show no statistically significant differences in birth order of children among all families. We conclude that the chances of first, middle, or later born children, as well as single children, to suffer from attention-deficit hyperactivity disorder are almost equal. This study provides evidence that birth order has no effect in relation to attention-deficit hyperactivity disorder.
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Affiliation(s)
- Itai Berger
- Neuro-Pediatric Unit, Hadassah-Hebrew University Medical Center, Jerusalem, Israel.
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Chapter Seven Theoretical and Methodological Issues in Sibling Research. ACTA ACUST UNITED AC 2008. [DOI: 10.1016/s0074-7750(08)00007-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/16/2023]
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Kats-Gold I, Besser A, Priel B. The role of simple emotion recognition skills among school aged boys at risk of ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2007; 35:363-78. [PMID: 17243015 DOI: 10.1007/s10802-006-9096-x] [Citation(s) in RCA: 73] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2006] [Accepted: 12/28/2006] [Indexed: 10/23/2022]
Abstract
Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed.
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Affiliation(s)
- Inna Kats-Gold
- Department of Behavioral Sciences, Ben-Gurion University of the Negev, Beer-Sheva 84105, Israel
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