Sentences with phrase «social competence deficits»

Children with depressive symptoms and children with aggressive symptoms displayed unique profiles of social competence deficits and problematic status in the peer group.

Hence, the social competence deficits of rejected children may increase over time, along with feelings of social anxiety and inadequacy.

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits.

Not exact matches

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

Her study examines principals in diversifying suburban schools as well as their transformative leadership practices used to advocate the elimination of deficit thinking through the promotion of cultural competence and social justice so that all students have equitable educational opportunities in classrooms and on standardized assessments.

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 areas.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

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).

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 often do have deficits in core areas of social competence that have a negative impact on their social development.

Distinguishing «normative» friendship problems from problematic peer relations that signal serious deficits in social competence is an important goal of assessment.

«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).

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].