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Author : Jennifer Sonia Schneps
Publisher :
ISBN 13 :
Total Pages : 136 pages
Book Rating : 4.:/5 (59 download)
Download or read book Language, Social Skills, and Behavior Problems in Preschool Children written by Jennifer Sonia Schneps and published by . This book was released on 2002 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Cathy Huaqing Qi
Publisher :
ISBN 13 : 9781626186750
Total Pages : 321 pages
Book Rating : 4.1/5 (867 download)
Download or read book Preschool Children written by Cathy Huaqing Qi and published by . This book was released on 2013 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents cutting edge work and recent findings in the areas of language development, social skills, and behavioral functioning in preschool children with and without disabilities. Each chapter is of high quality, using rigorous methodology, strong research designs, and sophisticated data analysis. The book brings the unique gathering of minds with backgrounds in early childhood special education and psychology. Authors of the chapters produce high quality research on important issues such as evidence-based interventions for young children with disabilities, including autism spectrum disorders, and challenging behavior. Other critical topics addressed in the book include the negative impact of risk factors on child development, and screening and early identification of behavioral problems in young children. If you are a teacher or a parent who has a child with a social skills or language difficulty, the information provided in this book can assist you in helping this child navigate the social and language environment and achieve success in the early childhood classroom. The screening and early identification information is useful as a background resource for those navigating the special education assessment process.
Author : Cathy Huaqing Qi
Publisher : Nova Science Publishers
ISBN 13 : 9781626186699
Total Pages : 0 pages
Book Rating : 4.1/5 (866 download)
Download or read book Preschool Children written by Cathy Huaqing Qi and published by Nova Science Publishers. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents cutting edge work and recent findings in the areas of language development, social skills, and behavioural functioning in pre-school children with and without disabilities. Each chapter is of high quality, using rigorous methodology, strong research designs, and sophisticated data analysis. The book brings the unique gathering of minds with backgrounds in early childhood special education and psychology. Authors of the chapters produce high quality research on important issues such as evidence-based interventions for young children with disabilities, including autism spectrum disorders, and challenging behaviour. Other critical topics addressed in the book include the negative impact of risk factors on child development, and screening and early identification of behavioural problems in young children. If you are a teacher or a parent who has a child with a social skills or language difficulty, the information provided in this book can assist you in helping this child navigate the social and language environment and achieve success in the early childhood classroom. The screening and early identification information is useful as a background resource for those navigating the special education assessment process.
Author : Susan B. Campbell
Publisher : Guilford Press
ISBN 13 : 9781593853778
Total Pages : 358 pages
Book Rating : 4.8/5 (537 download)
Download or read book Behavior Problems in Preschool Children written by Susan B. Campbell and published by Guilford Press. This book was released on 2006-08-28 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a comprehensive clinical/n-/developmental framework for understanding and treating behavior problems in early childhood. Susan B. Campbell offers a highly readable account of the developmental tasks and transitions that young children face in cognitive, social, and family domains, and examines why and what happens when development goes awry. Particular attention is given to the critical question of how certain children manage to successfully overcome difficult transitions, while others face the risk of serious, ongoing problems. Empirically supported prevention and treatment approaches are reviewed.
Author : Melissa L. Holland
Publisher : Guilford Publications
ISBN 13 : 1462529348
Total Pages : 257 pages
Book Rating : 4.4/5 (625 download)
Download or read book Emotional and Behavioral Problems of Young Children, Second Edition written by Melissa L. Holland and published by Guilford Publications. This book was released on 2017-02-20 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is intended to provide child-focused mental health providers with information on how to address common emotional and behavioral problems exhibited by preschool- and kindergarten-age children. Our main focus is to provide practical and effective interventions that can easily be implemented by clinicians working in educational settings, as well as by clinical psychologists and other mental health providers working with children in nonschool settings. In addition, we emphasize working with parents of young children who are exhibiting behaviors of concern"--
Author : Ennio Cipani
Publisher : Charles C. Thomas Publisher
ISBN 13 :
Total Pages : 280 pages
Book Rating : 4.3/5 (91 download)
Download or read book A Guide to Developing Language Competence in Preschool Children with Severe and Moderate Handicaps written by Ennio Cipani and published by Charles C. Thomas Publisher. This book was released on 1991 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Berit M. Gustafsson
Publisher : Linköping University Electronic Press
ISBN 13 : 9176851648
Total Pages : 126 pages
Book Rating : 4.1/5 (768 download)
Download or read book Identifying Patterns of Emotional and Behavioural Problems in Preschool children written by Berit M. Gustafsson and published by Linköping University Electronic Press. This book was released on 2018-12-20 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mental health problems often debut in early childhood and may last throughout adulthood, thereby making early detection and intervention especially important. The overarching aim of the present thesis was to identify patterns of emotional and behavioural problems indicating mental health problems in preschool children. To facilitate the detection of such problems early on, one available screening instrument Strengths and Difficulties Questionnaire (SDQ), was validated. The development and interaction of externalising problems in preschool children were studied over time. Functioning and behaviour and their relations to protective and risk indicators in both environmental and personal characteristics were explored. The long-term goal was to increase knowledge about early identification of emotional and behavioural problems in preschool children in order to facilitate early intervention. In Study I (n=690), the subscales Hyperactivity and Conduct Problems were shown to be valid for children in the age group 1–3 years. A reasonable level of validity was found for the age group 4–5 years when using the original SDQ four-factor solution. The preschool teachers considered most of the SDQ items relevant and possible to rate. Based on the results of Study II (n=815), a score of ?12 on the SDQ Total Problems Scale is recommended as a cut-off for Swedish preschool children. There were significant differences between boys and girls on all subscales except for the Emotional subscale. The Swedish norms for SDQ are to a large extent similar to findings from other European countries. Study III (n=195) showed that preschool children’s conduct problems decrease over time. Children exhibiting more initial hyperactivity (at year 1) have less reduction in conduct problems over time, i.e. the more hyperactivity early in life, the more conduct problems at year 3. In Study IV (n=197), children high in engagement and social interaction function well over time, even in the presence of hyperactivity, while children with low engagement and interaction alone or in combination with hyperactivity and conduct problems continue to have problems. Stability was related to the existence of a larger number of protective or risk indicators respectively. Taken together, this thesis has shown that the SDQ can be used to identify preschool children at risk of developing mental health problems later in life.
Author : Gretchen A. Gimpel
Publisher : Guilford Press
ISBN 13 : 9781572308619
Total Pages : 198 pages
Book Rating : 4.3/5 (86 download)
Download or read book Emotional and Behavioral Problems of Young Children written by Gretchen A. Gimpel and published by Guilford Press. This book was released on 2003-03-28 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This indispensable book provides hands-on tools and resources for addressing common emotional and behavioral problems in preschool and kindergarten-age children. The focus is on evidence-based interventions that are practical and effective, and that help prevent the development of more serious difficulties later on. The clinician is taken step by step through managing everything from toileting, eating, and sleep problems to externalizing disorders, internalizing disorders, and the effects of physical or sexual abuse. A variety of assessment methods are demonstrated and guidelines provided for planning and implementing a range of home- and school-based interventions. Conveniently designed in a large-size format for ease of photocopying, the volume contains over 30 reproducible parent handouts and other clinical tools. Key Features *Early diagnosis and treatment are essential for success in later years *Includes practical interventions for use with parents *Many reproducible handouts and tools are provided Photocopy Rights The Publisher grants individual book purchasers nonassignable permission to reproduce selected materials in this book for professional use. For details and limitations, see copyright page.
Author : Nastassja Marshall
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (944 download)
Download or read book Predicting Social Skills and Adaptability in Preschoolers with Behavior Problems written by Nastassja Marshall and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Social skills and adaptability have been associated with a host of positive child outcomes. However, previous research has rarely examined the extent to which child symptomatology and family environment are associated with social skills and adaptability in children. Furthermore, no studies have looked at these associations longitudinally in preschool children with behavior problems, for whom social functioning may be especially important. The current study examined the relationship of five predictors (child oppositional defiant disorder (ODD), child attention-deficit hyperactivity disorder (ADHD), marital conflict strategies, parental depression, and parental warmth) with social skills and adaptability measured in preschoolers with behavior problems at age 3. The relationship was assessed concurrently, as it changed over time (controlling for initial starting point), and at age 6. One hundred sixty three children, mainly of European American and Puerto-Rican descent, were included. At age 3, ADHD, ODD, and maternal depression were associated with fewer social skills and lower adaptability. Paternal warmth and maternal positive conflict strategies were associated with higher social skills. Greater paternal positive conflict strategies were associated with greater improvement in social skills and adaptability from age 3 to 6. Paternal depression and paternal negative conflict strategies were associated with less improvement in adaptability. Paternal warmth was associated with greater improvement in social skills. At age 6, greater paternal positive conflict strategies were associated with higher social skills and adaptability. Maternal depression, paternal depression, and ODD were associated with lower social skills and adaptability. ADHD was associated with lower social skills and maternal negative conflict strategies were associated with lower adaptability. The findings shed light on how maternal factors, paternal factors, and child factors are related to the development of social skills and adaptability.
Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309324882
Total Pages : 587 pages
Book Rating : 4.3/5 (93 download)
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author : Daniel Cervone
Publisher : Guilford Press
ISBN 13 : 9781572304369
Total Pages : 434 pages
Book Rating : 4.3/5 (43 download)
Download or read book The Coherence of Personality written by Daniel Cervone and published by Guilford Press. This book was released on 1999-03-29 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume reveals how social-cognitive structures and processes serve as a basis of personality coherence--the unique patterns of experience and action that make each of us who we are. In doing so, the volume demonstrates how a personality theory can be built on psychology's broader foundation of knowledge about cognitive and affective systems and the interactions between persons and the sociocultural environment. Presenting novel theoretical developments from leaders in personality, social, cultural, and developmental psychology, chapters show how personality coherence arises from the ways people assign meaning to social information, gain causal agency over their lives through self-knowledge and self-reflective processes, and organize multiple life events within a framework of goals and life tasks. The book stands as the most definitive presentation to date of the social-cognitive theories of personality.
Author : Karen Diane Brodsky
Publisher :
ISBN 13 :
Total Pages : 310 pages
Book Rating : 4.:/5 (827 download)
Download or read book Behavior Problems in Preschool Children with Language Impairments written by Karen Diane Brodsky and published by . This book was released on 1983 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ellen Javernick
Publisher : Marshall Cavendish
ISBN 13 : 9780761456865
Total Pages : 40 pages
Book Rating : 4.4/5 (568 download)
Download or read book What If Everybody Did That? written by Ellen Javernick and published by Marshall Cavendish. This book was released on 2010 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Text first published in 1990 by Children's Press, Inc."
Author : Ann A. O'Connell
Publisher : IAP
ISBN 13 : 1607527294
Total Pages : 540 pages
Book Rating : 4.6/5 (75 download)
Download or read book Multilevel Modeling of Educational Data written by Ann A. O'Connell and published by IAP. This book was released on 2008-04-01 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt: (sponsored by the Educational Statisticians, SIG) Multilevel Modeling of Educational Data, co-edited by Ann A. O’Connell, Ed.D., and D. Betsy McCoach, Ph.D., is the next volume in the series: Quantitative Methods in Education and the Behavioral Sciences: Issues, Research and Teaching (Information Age Publishing), sponsored by the Educational Statisticians' Special Interest Group (Ed-Stat SIG) of the American Educational Research Association. The use of multilevel analyses to examine effects of groups or contexts on individual outcomes has burgeoned over the past few decades. Multilevel modeling techniques allow educational researchers to more appropriately model data that occur within multiple hierarchies (i.e.- the classroom, the school, and/or the district). Examples of multilevel research problems involving schools include establishing trajectories of academic achievement for children within diverse classrooms or schools or studying school-level characteristics on the incidence of bullying. Multilevel models provide an improvement over traditional single-level approaches to working with clustered or hierarchical data; however, multilevel data present complex and interesting methodological challenges for the applied education research community. In keeping with the pedagogical focus for this book series, the papers this volume emphasize applications of multilevel models using educational data, with chapter topics ranging from basic to advanced. This book represents a comprehensive and instructional resource text on multilevel modeling for quantitative researchers who plan to use multilevel techniques in their work, as well as for professors and students of quantitative methods courses focusing on multilevel analysis. Through the contributions of experienced researchers and teachers of multilevel modeling, this volume provides an accessible and practical treatment of methods appropriate for use in a first and/or second course in multilevel analysis. A supporting website links chapter examples to actual data, creating an opportunity for readers to reinforce their knowledge through hands-on data analysis. This book serves as a guide for designing multilevel studies and applying multilevel modeling techniques in educational and behavioral research, thus contributing to a better understanding of and solution for the challenges posed by multilevel systems and data.
Author : Joseph H. Beitchman
Publisher : Cambridge University Press
ISBN 13 : 9780521472296
Total Pages : 604 pages
Book Rating : 4.4/5 (722 download)
Download or read book Language, Learning, and Behavior Disorders written by Joseph H. Beitchman and published by Cambridge University Press. This book was released on 1996-06-13 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language as a connecting bridge between learning disability and psychiatric disorder is the unifying theme of this wide-ranging book. Particular prominence is given to attention deficit hyperactivity disorder, dyslexia and autistic disorder. Explanations for the comorbidity of psychiatric and language disorder are sought in developmental, cognitive and biological fields, the contribution of imaging modalities is considered and implications for aetiology, treatment and rehabilitation are explored. Topical issues such as syndrome definition in dyslexia, acquired memory disorder in childhood and biology-behaviour correspondence are well covered, as are a range of treatment options. A final section is devoted to outcome studies. Enlivened with case vignettes, and offering insights into the range of current thinking on language and behaviour, this book is a rich resource for professionals and advanced students concerned with child health and development, offering ideas for a unified view of language, learning and behaviour problems.
Author : Melissa Stormont
Publisher : Corwin Press
ISBN 13 : 1412940559
Total Pages : 305 pages
Book Rating : 4.4/5 (129 download)
Download or read book Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings written by Melissa Stormont and published by Corwin Press. This book was released on 2008 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.
Author : Carlie Jane Park
Publisher :
ISBN 13 :
Total Pages : 554 pages
Book Rating : 4.:/5 (11 download)
Download or read book The Structural Language Skills of Preschool Aged Children with Autism written by Carlie Jane Park and published by . This book was released on 2011 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this thesis was to explore the structural language skills of preschool aged children with autism. Autism is a Pervasive Developmental Disorder defined by impairments in social interaction and communication, and restrictive and repetitive behaviours (American Psychiatric Association, 2000). Structural language skills were identified as an important area for investigation as the delay or absence of language development is an important diagnostic and clinical feature of autism. For example, approximately 50% of young people with autism never develop functional language skills (Howlin, 2005; Tager-Flusberg, Paul, & Lord, 2005), and for the 25% to 30% of the population with autism who develop fully fluent language skills (Minshew, Goldstein, & Siegel, 1995), the majority have ongoing difficulties in using their language skills within a social context (Bartak, Rutter, & Cox, 1975; Rice, Warren, & Betz, 2005; Tonge & Rinehart, 2007). In the long term, the development of some functional language by the age of five is one of the strongest predictors of positive outcomes in adulthood (Howlin, 2005; Pierce & Bartolucci, 1977; Rutter, 1978; Tager-Flusberg, 2000). Despite the importance of language development for a child with autism and their families, relatively little is known about the structural language skills of children with autism.The first chapter of this thesis presents a thorough review of the literature on the language skills of children with autism with the aim of identifying areas requiring further investigation. It was found that previous research on the language skills of children with autism has tended to focus on pragmatic deficits and/or functional language skills with relatively fewer studies investigating structural language skills. Research has been particularly lacking in the area of morphology and syntax in autism with the majority of the literature being over 20 years old and thus requiring replication with current diagnostic criteria and assessment tools. Other weaknesses of this literature are the use of inconsistent methodologies, the investigation of a narrow range of linguistic skills, a lack of studies investigating language skills at specific developmental stages, and the exclusion of children with autism with an intellectual disability and/or those with poor expressive language skills, and females with autism. Partly as a result of these limitations, and also due to the heterogeneity of language presentation within the population with autism, we do not yet have a clear description of the profile of structural language skills in autism, and how these skills might relate to other areas of functioning. To address the limitations of the previous literature, the current research aimed to investigate a range of different language skills within a group of preschool aged children with autism and comparison groups of children with specific language impairment, developmental delay without autism, and typically developing children. Children with autism were selected for the study who were both high functioning and had developmental delay. Participants were aged from 3.5 to 6 years. Three studies were conducted which have been presented in chapters 3 to 5 as submitted journal papers.The first study investigated the profile of language strengths and weaknesses in preschool aged children with autism. This included an investigation of whether the language profile which presents in autism is specific and unique to that disorder and whether there are differences in this language profile across gender and intellectual functioning. Participants were 63 children who had high functioning autism (n=17), autism with developmental delay (n=10), developmental delay without autism (n=10), typical development (n=20), and specific language impairment (n=6). They were administered a series of standardised tests of structural language skills. It was found that the group with high functioning autism had a unique profile of language skills compared to the other groups; a relative (but not absolute) strength in expressive vocabulary skills compared to receptive vocabulary skills. This strength was not shared by children with autism with an intellectual disability, and no gender differences in language profiles were found.The second study investigated whether children with autism have atypical development of morphological and syntactic skills, including whether they use rote learning to compensate for impaired morphological processing, and acquire grammatical morphemes in an atypical order. Participants were children who had autism (n=17), developmental delay without autism (n=7), and typically developing children (n=19). Speech samples were obtained from participants during the administration of the Autism Diagnostic Observation Schedule, and transcripts were coded using the Index of Productive Syntax and for usage of Brown's (1973) Grammatical Morphemes. Participants were also administered an elicitation task requiring the application of inflections to non-words; the Wugs Task. The main finding of this study was that across both morphological and syntactic skills, children with autism have subskills which are a combination of intact, delayed, and atypical. The third study investigated the relationship between structural and functional language skills, autism symptom severity, adaptive behaviour, and emotional and behavioural problems in preschoolers with autism. Participants were children with autism (n=27), and two comparison groups of children with developmental delay without autism (n=12), and typically developing children (n=20). The participants were administered standardised tests of structural language skills and the Autism Diagnostic Observation Schedule. Parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, functional language skills were associated with structural language, social and daily living skills, and some behavioural problems, but not autism symptom severity. There was some evidence that structural language skills were associated with social skills for children with autism, but not with daily living skills, emotional and behavioural problems or autism symptom severity. The majority of these associations were not found to be specific to autism. The results of this study suggest that it is important to consider the structural language skills of children with autism, and to develop specific interventions to address difficulties in this area. The discussion chapter discusses the clinical implications and future research directions generated by this research, and the limitations of the research. The findings of these three studies highlighted that preschool aged children with autism have a complex developmental profile of structural language skills with a mixture of intact, delayed and atypical skills. The findings also highlighted that structural language skills develop somewhat separately to the core symptoms of autism and behavioural problems. Collectively these findings suggested that clinicians need to conduct a comprehensive assessment of the structural language skills of children with autism and not make assumptions about their language skills based on behavioural presentation. Furthermore, in order to maximise language development in the preschool years, structural language interventions need to be tailored to the strengths and weaknesses of each individual child with autism. The main limitation of this research was small sample sizes for the lower functioning groups. This limitation was address by combining or removing groups for specific analyses, and higher the need for replication with larger samples where warranted. Future research directions include investigating whether echolalia may create a relative strength in expressive vocabulary skills for children with high functioning autism, and further investigation of the pattern of strengths and weaknesses found in morphology and syntactic skills for preschool aged children with autism. This research has been able to add to our understanding of the nature of structural language skills in preschool aged children with autism and provide information to assist clinicians to maximise language development, thereby optimising outcomes for individuals with autism in their adult years.
