Sentences with phrase «adaptive social functioning»

Such improvements in emotion - related skills, in addition to anxiety, are significant given that emotional competence is a crucial component in children's adaptive social functioning and psychological adjustment.

Not exact matches

But typically laughter serves as an emotionally laden social signal and occurs in the presence of others, which led psychologist Diana Szameitat and her team to explore the possible adaptive function of human laughter.

For someone to be classed as intellectually disabled, it is necessary to demonstrate «significant limitations» in intellectual functioning (usually taken to mean an IQ of 70 or below) and in adaptive behaviour — such as problems with literacy, social skills and the ability to handle money.

Using Niko Tinbergen's «four questions» as a guide, we will discuss the evolution of primates and emergence of the social function of the behavior (phylogeny), the development of the behavior during a individual's lifetime (ontogeny), the specific biological and chemical processes and motivations responsible for the behavior (mechanism), and how the behavior increase the fitness of individuals, allowing for its continual selection in primates (adaptive value).

One powerfully replicated finding across the available literature is that many children who receive early intensive intervention, across methodologies, will not demonstrate dramatic gains in social, cognitive, adaptive, and educational functioning.

These are complemented by tests on specific cognitive functions by subtests from the developmental neuropsychological test battery A Developmental NEuroPSYchological Assessment, version 2 (NEPSY - II) including attention and executive functioning, language, social perception, sensorimotor and visuospatial processing (Delhi) and adaptive functioning by the Vineland Social Maturity Scale (Bangasocial perception, sensorimotor and visuospatial processing (Delhi) and adaptive functioning by the Vineland Social Maturity Scale (BangaSocial Maturity Scale (Bangalore).

ASD assessments are administered to determine whether a child has an autism spectrum disorder, as well as explore the cognitive and behavioural difficulties often evident in children with ASD (intellectual and adaptive functioning deficits, communication limitations, learning difficulties, sensori - motor problems, social deficits).

Evolutionary psychologists have argued that mimicry serves the adaptive function of aiding social survival.

Taken together, these findings dovetail nicely as two examples of how cultural values serve adaptive functions by tuning societal behaviour so that social and environmental risk factors are reduced and physical and mental health of group members is maintained.

Supporting the notion of cultural traits as evolutionary adaptations, recent cross-national evidence shows that cultural values of individualism and collectivism serve an adaptive, «anti-pathogen» function, protecting vulnerable geographical regions from increased spread of disease - causing pathogens via the promotion of collectivistic social norms, such as conformity and parochialism (Fincher et al. 2008).

Similarly, here we propose that by favouring social harmony over individuality, collectivistic cultural norms may have evolved to also serve an adaptive, «anti-psychopathology» function, creating an environmental niche that reduces the risk of exposure to environmental pathogens, such as chronic life stress, for group members.

Context Salivary cortisol levels during social challenge relate to adaptive functioning in children and adults.

On social - emotional measures, foster children in the NSCAW study tended to have more compromised functioning than would be expected from a high - risk sample.43 Moreover, as indicated in the previous section, research suggests that foster children are more likely than nonfoster care children to have insecure or disordered attachments, and the adverse long - term outcomes associated with such attachments.44 Many studies of foster children postulate that a majority have mental health difficulties.45 They have higher rates of depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems, such as aggression and impulsivity.46 Additionally, research has documented high levels of mental health service utilization among foster children47 due to both greater mental health needs and greater access to services.

The ASEBA assesses competencies, strengths, adaptive functioning, and behavioural, emotional, and social problems from age 1 1/2 to over 90 years.

Given their typical age of onset, a broad range of mental disorders are increasingly being understood as the result of aberrations of developmental processes that normally occur in the adolescent brain.4 — 6 Executive functioning, and its neurobiological substrate, the prefrontal cortex, matures during adolescence.5 The relatively late maturation of executive functioning is adaptive in most cases, underpinning characteristic adolescent behaviours such as social interaction, risk taking and sensation seeking which promote successful adult development and independence.6 However, in some cases it appears that the delayed maturation of prefrontal regulatory regions leads to the development of mental illness, with neurobiological studies indicating a broad deficit in executive functioning which precedes and underpins a range of psychopathology.7 A recent meta - analysis of neuroimaging studies focusing on a range of psychotic and non-psychotic mental illnesses found that grey matter loss in the dorsal anterior cingulate, and left and right insula, was common across diagnoses.8 In a healthy sample, this study also demonstrated that lower grey matter in these regions was found to be associated with deficits in executive functioning performance.

Our regulatory systems keep our behavioral, social, emotional, and brain functioning in an integrated optimal range for adaptive functioning around various set - points.

Focus of care is to help guide individuals to recover and manage their lives on a daily basis so they are able to build on their existing strengths and incorporate adaptive coping skills to improve emotional, behavioral, social and occupational functioning.»

The adaptive regulation of emotion is critical for social functioning and psychological well - being.

When framed by the conceptual model offered by Wallander et al. (1989), paternal involvement could function as a coping resource that influences both mothers» and children's appraisals of their adaptive capacity, access to emotional and affiliative forms of social support, range of problem solving alternatives, and tangible or instrumental forms of support.

For example, mothers» positive emotional expressivity is one of the most robust predictors of adequate social - emotional functioning in children, including adaptive self - regulation and high social competence (Eisenberg et al. 1998).

The Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984) assess parental perceptions of the child's personal and social functioning.

As we continue to see the growth of diverse and adaptive family forms in response to social change, society should support their optimal functioning.

The field needs a tool to capture change in one or more of the following developmental areas: cognitive and executive functioning, social and emotional development, language and literacy, physical and motor development, and self - help and adaptive behaviors.

• Low child adaptive functioning positively related to coping pattern II — maintaining social support, Self - esteem and Psychological stability

Mothers / teachers completed measures of risk / protection and social, adaptive, and school functioning in 6 - to 12 - year - olds with a diagnosed ASD (N = 238).

Research has demonstrated that families have to manage competing child related stressors such as increased maladaptive behaviour and impairments in communication, social skills and adaptive functioning.

Completed assessments of child adaptive functioning, social interaction, and repetitive behaviours upon entry to the study and at two later time points (i.e. when children were 12 - 13 and 19 - 20 years of age).