The DSM - IV mentions low self - esteem, demoralization, and
social skill deficits as associated with learning disorders.
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.
«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.
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.
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.
With discussion of integrative play treatment of children presenting a wide variety of problems and disorders — including aggression issues, the effects of trauma, ADHD, anxiety, obsessive - compulsive disorders,
social skills deficits, medical issues such
as HIV / AIDS, and more — the book provides guidance on:
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: M
social skill deficits in adolescents with ASD [Multimodal Anxiety and
Social Skills Intervention: M
Social Skills Intervention: MASSI].
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
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
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].
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 (p385).