Sentences with phrase «social skill deficits in»

Given the additional disability and common co-occurrence of anxiety in ASD, we developed a manual - based cognitive - behavioral treatment program to target anxiety symptoms as well as social skill deficits in adolescents with ASD [Multimodal Anxiety and Social Skills Intervention: MASSI].

These findings are essential to understanding how problem behaviors and social skills deficits in children with ADHD lead to peer rejection.

Not exact matches

Just as DiCostanzo and Sherry have built their bikes to accommodate older bodies, they have also built Pedego to accommodate skill deficits — chiefly in technology and social media — among some of their dealers.

Being either of these often comes with a deficit in happiness or social skills or acceptance or....

Autism spectrum disorders are characterized by deficits in social skills and communication, and restricted, repetitive behaviors or interests.

«This could mean that girls who meet the same clinical criteria as boys actually are more severely affected by ongoing social and adaptive skill deficits that we don't capture in current clinical measures, and that autistic girls, in general, may be camouflaging these types of autism deficits during direct assessments.»

The research could even have the potential to help researchers better understand human disabilities, such as autism, that may involve deficits in social skills, MacLean said.

The researchers said that the study suggests that a chronic GI symptom, which can cause pain, discomfort and anxiety, could contribute to increased irritability and social withdrawal, particularly in children with deficits in social and communication skills.

Mar. 14, 2014 — A brain - mapping study of patients with schizophrenia has found that areas associated with the ability to imitate are impaired, providing new support for the theory that deficits in this basic cognitive skill may underlie the profound difficulty with social interactions that characterize the disorder.

Some of our kids aren't what one might consider outgoing or friendly due to a lack of self - confidence or in some cases a deficit in social skills.

Through the years, those negative emotions can produce serious deficits in social skills.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

Significant improvements in social - emotional competence and behavior were made by children who started the school year with skill deficits in these areas.

Education is full of priorities: getting kids ready for kindergarten, getting children reading on grade level, developing students» STEM skills, building social - emotional skills, addressing nature deficit disorder (children spending too little time outdoors), developing thoughtful citizens, training future workers to compete in a global marketplace, and so on and so forth.

In one study, conducted with 7300 students and 321 teachers in 61 schools across 6 school districts, significant improvements in social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areaIn one study, conducted with 7300 students and 321 teachers in 61 schools across 6 school districts, significant improvements in social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areain 61 schools across 6 school districts, significant improvements in social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areain social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areain children who started the school year with skill deficits in these areain these areas.

«Preliminary research demonstrates the effectiveness of companion animal interaction on alleviating social skills deficits and anxiety in children with autism spectrum disorder (ASD),» said the study's Principal Investigator, Gretchen Carlisle, PhD, College of Veterinary Medicine, University of Missouri.

They can be limited in nature, for instance to learning, or the deficits can be global and affect intelligence or social skills overall.

Skills listed on example resumes of Speech Pathologists include treating children with speech and language deficits in their homes, and participating in social events with patients and their families.

Identify fun games and activities to use to target skill deficits in self - regulation and other areas of social - emotional development

Rehabilitation Services are provided for clients to work on developing skills that they have deficits in, such as anger management, hygiene, patience, and social skills.

The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai and Lewis, in press).

Sadeh and Gruber (2002) report outcomes such as reduced educational attainment, inability to concentrate and deficits in social skills in adolescents under stress who have disturbed sleep.

For example, there is at least some evidence to suggest that certain forms of anxiety (i.e., social anxiety) might be more strongly associated with social skills deficits than others (i.e., generalized anxiety).36, 37 As well, there has been little research explicitly exploring the role peers might play in early intervention programs designed to assist young anxious and depressive children.

As a result, they tend to spend more time onlooking (watching other children without joining) and hovering on the edge of social groups.8, 11 There is some evidence to suggest that young depressive children also experience social impairment.12 For example, children who display greater depressive symptoms are more likely to be rejected by peers.10 Moreover, deficits in social skills (e.g., social participation, leadership) and peer victimization predict depressive symptoms in childhood.13, 14 There is also substantial longitudinal evidence linking social withdrawal in childhood with the later development of more significant internalizing problems.15, 16,17 For example, Katz and colleagues18 followed over 700 children from early childhood to young adulthood and described a pathway linking social withdrawal at age 5 years — to social difficulties with peers at age 15 years — to diagnoses of depression at age 20 years.

As well, both anxious and depressive young children demonstrate deficits in social skills (e.g., making eye contact, initiating conversational requests) that may further impede their abilities to participate in peer activities.8, 9,10

These problems include attention deficit disorder; externalizing problems such as aggression, anger, conduct disorder, cruelty to animals, destructiveness, oppositional behavior and noncompliance, and drug and alcohol use; internalizing problems such as anxiety, depression, excessive clinging, fears, shyness, low self - esteem, passivity and withdrawal, self - blame, sadness, and suicidal tendencies; symptoms of post-traumatic stress disorder such as flashbacks, nightmares, anxiety and hypervigilance, sleep disturbances, numbing of affect, and guilt; separation anxiety; social behavior and competence problems such as poor problem - solving skills, low empathy, deficits in social skills, acceptance, and perpetration of violence in relationships; school problems such as poor academic performance, poor conduct, and truancy; somatic problems such as headaches, bedwetting, insomnia, and ulcers; and obsessive - compulsive disorder and other assorted temperamental difficulties.

These children tend to display deficits in cognition, attachment, emotional skills and social skills.

Children who have problems making friends, those who are either «neglected» or «rejected» sociometrically, often show deficits in social skills.

This word gap, and similar deficits in social and emotional skills or school - ready behaviors, lead to the achievement gap whereby society's most vulnerable children begin kindergarten unprepared for school; fall further behind; and are then at high risk of dropping out.

Adverse early environments create deficits in skills and abilities that drive down productivity and increase social costs — thereby adding to financial deficits borne by the public.

Consistent with a skill - deficit model, children with depressive and depressive - aggressive symptoms were sensitive to actual differences in their social status.

«Evidence suggests that this may be because they are more likely to have deficits in their social and communication skills, which are exactly the skills the Second Step program teaches.»

In addition to Social Skills taught at the Primary level, extended lessons are planned for a Small Group (s) of Students with Similar skill Deficit (s).

Moreover, in a meta - analysis on the link between social skills and depression Segrin (1990) reported that depression was significantly related to deficits in social skills.

In addition to Social Skills taught at the Primary and Secondary Level, extended lessons are planned for Individual Students Specifically Designed to Skill Deficit (s).

«The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai & Lewis, in press).

Lewinsohn's (1974) social skills deficit theory of depression claims that low social skills increase the risk of social rejection and low quality relationships which in turn makes individuals vulnerable to depression.

Two kinds of prevention programs designed to promote the social and emotional competencies of preschool children have shown positive impacts: universal programs, which are usually teacher - taught and directed toward the entire classroom to promote social learning and positive peer relations; and indicated programs, which focus on remediating skill deficits and reducing existing behavioural problems that may lead to peer difficulties in some children.

The Social Communication Disorders Checklist (SCDC [43]-RRB- is a one - dimensional 12 - item scale for measuring social cognition as manifested in social and communication deficits in social reciprocity, non-verbal skills and pragmatic language Social Communication Disorders Checklist (SCDC [43]-RRB- is a one - dimensional 12 - item scale for measuring social cognition as manifested in social and communication deficits in social reciprocity, non-verbal skills and pragmatic language social cognition as manifested in social and communication deficits in social reciprocity, non-verbal skills and pragmatic language social and communication deficits in social reciprocity, non-verbal skills and pragmatic language social reciprocity, non-verbal skills and pragmatic language usage.

Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their families.

As expected, the ASD group displayed lower levels of social skills and social competence but higher levels of social problems and social anxiety as compared to the clinical and non-clinical control groups, which is hardly surprising given that deficits in social functioning are one of the defining features of autism spectrum problems [8, 9].

A number of studies have also demonstrated associations between high EE and patient functioning, including deficits in social skills and other behaviors which are likely to challenge staff resources.

Regression analyses revealed parent - reported social skills deficits and teacher - reported conflict in the student — teacher relationship to be associated with child - reported loneliness.

One factor limiting a positive peer response is that negative reputations develop quickly within peer groups and, once established, are hard to dispel.37 Such reputations are used to defend ongoing exclusion or victimization of rejected children, even if the behaviors that initially led to rejection are no longer present.20 In addition, negative reputations often become self - fulfilling prophecies as rejected children with both social skill deficits and behavioral problems get caught in «a downward [spiral]» 38 (p385In addition, negative reputations often become self - fulfilling prophecies as rejected children with both social skill deficits and behavioral problems get caught in «a downward [spiral]» 38 (p385in «a downward [spiral]» 38 (p385).

In addition, to address the behavior deficits of children with ADHD, MOSAIC teachers are also trained to institute classroom behavioral management procedures and social skills training lessons, empirically supported to reduce ADHD symptoms and disruptive behavior [63, 74].

These findings are in line with the social skills deficit hypothesis of social anxiety (Miers et al. 2010) and extend the extant cross-sectional literature on first time peer judgments and outcomes from long - term interactions (e.g., Inderbitzen - Nolan et al. 2007; Spence et al. 1999).

Early paternal depressive symptoms predicted many aspects of children's outcome 3 years later, including externalizing and internalizing problems, social skills deficits, and lower cognitive and academic functioning, and predicted changes in children's externalizing, internalizing, and social problems across the preschool years.