Teachers' Ratings of the Social and Academic Competence of Children With Incarcerated Parents and Their Classmates

2011 ◽  
Author(s):  
Danielle H. Dallaire ◽  
Janice L. Zeman ◽  
Johanna Folk
Keyword(s):  
Academic Competence ◽  
Incarcerated Parents ◽  
The Social

Beyond grade retention and social promotion: Promoting the social and academic competence of students

2005 ◽  
Vol 43 (1) ◽  
pp. 85-97 ◽  
Author(s):  
Shane R. Jimerson ◽  
Sarah M. W. Pletcher ◽  
Kelly Graydon ◽  
Britton L. Schnurr ◽  
Amanda B. Nickerson ◽  
...  
Keyword(s):  
Grade Retention ◽  
Social Promotion ◽  
Academic Competence ◽  
The Social

scholarly journals Reading between the bars: exploring the representation of young adults with incarcerated parents in text literature

2021 ◽  
Author(s):  
Carissa Parsons
Keyword(s):  
Young Adults ◽  
Personal Narratives ◽  
Life Outcomes ◽  
Social Psychological ◽  
Incarcerated Parents ◽  
The Social ◽  
The Family ◽  
Narrative Methodology ◽  
Insight Into ◽  
Selection Of

The purpose of this paper is to examine and explore how young adults with incarcerated parents are represented in text-based literature. Although a plethora of research has recently emerged regarding the effects of imprisonment on the social, psychological, economic, and spiritual wellbeing of the family unit, young adults are rarely acknowledged. As a result, existing research appears informative, revolutionary and predictive; however, it instead contributes to creating the profile of a deviant and socially reclusive young adult with adverse life outcomes. This study is a critical reflexive literature analysis that incorporates a narrative methodology to gain insight into the representation of young adults between the ages of 17 and 25. With a selection of themes observed from the textual evidence, this study recommends three ways to humanize young adults with confined parents by building upon their personal narratives. Keywords: young adults, parental incarceration, critical reflexive, narrative

scholarly journals Reading between the bars: exploring the representation of young adults with incarcerated parents in text literature

2021 ◽  
Author(s):  
Carissa Parsons
Keyword(s):  
Young Adults ◽  
Personal Narratives ◽  
Life Outcomes ◽  
Social Psychological ◽  
Incarcerated Parents ◽  
The Social ◽  
The Family ◽  
Narrative Methodology ◽  
Insight Into ◽  
Selection Of

The purpose of this paper is to examine and explore how young adults with incarcerated parents are represented in text-based literature. Although a plethora of research has recently emerged regarding the effects of imprisonment on the social, psychological, economic, and spiritual wellbeing of the family unit, young adults are rarely acknowledged. As a result, existing research appears informative, revolutionary and predictive; however, it instead contributes to creating the profile of a deviant and socially reclusive young adult with adverse life outcomes. This study is a critical reflexive literature analysis that incorporates a narrative methodology to gain insight into the representation of young adults between the ages of 17 and 25. With a selection of themes observed from the textual evidence, this study recommends three ways to humanize young adults with confined parents by building upon their personal narratives. Keywords: young adults, parental incarceration, critical reflexive, narrative

Learning Disabilities and Social Competence: A Social Ecological Perspective

1992 ◽  
Vol 59 (3) ◽  
pp. 234-246 ◽  
Author(s):  
J. Michael Coleman ◽  
Ann M. Minnett
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Teacher Perceptions ◽  
Academic Competence ◽  
Social Differences ◽  
Social Ecological ◽  
The Social ◽  
Students With Ld ◽  
Academic Grades ◽  
The Relationship

To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3–6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.

Association Between Teacher-Reported Symptoms of Autism Spectrum Disorder and Child Functioning in Children With ADHD

2016 ◽  
Vol 24 (12) ◽  
pp. 1727-1734 ◽  
Author(s):  
Deborah Clayton ◽  
Jessica Leigh Green ◽  
Nicole Rinehart ◽  
Emma Sciberras
Keyword(s):  
Autism Spectrum Disorder ◽  
Symptom Severity ◽  
Academic Competence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Difficulties ◽  
Adhd Group ◽  
Children With Adhd ◽  
The Social ◽  
Strengths And Difficulties

Objective: This study examined the association between autism spectrum disorder (ASD) symptom severity and academic outcomes and classroom functioning in a community-based sample of children with and without ADHD. Method: Participants included children with ADHD ( n =179) and a non-ADHD group ( n =212). ASD symptom severity, academic and learning skills, and classroom functioning were assessed via teacher report using the Social Skills Improvement System (SSIS; ASD and Academic Competence subscales) and the Strengths and Difficulties Questionnaire (SDQ; all subscales). Results: Children with ADHD had higher teacher-reported ASD symptoms than children without ADHD (β= .62, p< .001). Greater teacher-reported ASD symptoms were associated with more behavioral difficulties in the classroom for children with ADHD (β= .50, p< .001). There was little evidence of an association between academic competence and ASD symptom severity in children with ADHD (β= −.11, p = .15). Conclusion: ASD symptoms are associated with elevated classroom behavioral difficulties for children with ADHD.

Relationships and Differences among Social Skills, Problem Behaviors, and Academic Competence for Mainstreamed Learning-Disabled and Nonhandicapped Students

1994 ◽  
Vol 10 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Stephen N. Elliott ◽  
DeAnna Marcia McKinnie
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Problem Behaviors ◽  
Skills Training ◽  
Academic Competence ◽  
Learning Disabled ◽  
Behavioral Differences ◽  
Students With Learning Disabilities ◽  
Social Skills Rating System ◽  
The Social

The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves. This investigation also examined the relationships among social skills, problem behaviors, and academic competence of these students. The results indicated there were significant differences in the frequencies of social skills exhibited by LD and nonLD students. Consistent differences between the two groups of students were noted across parents' and teachers' ratings. Although students' ratings did not differentiate LD and nonLD students, the trends in the self-ratings were consistent with those of parents and teachers. Moderate to low interrater agreement was found among teacher, parent, and student ratings suggesting differences exist in the observations of raters and behavioral differences seem to occur across settings. Overall, these findings were consistent with recent research on children's social functioning and social competence and provide an empirical rationale for social skills training for a wide variety of students whether they are classified as LD or not.

A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

2011 ◽  
Vol 47 (3) ◽  
pp. 747-764 ◽  
Author(s):  
Geraldine V. Oades-Sese ◽  
Giselle B. Esquivel ◽  
Pamela K. Kaliski ◽  
Lisette Maniatis
Keyword(s):  
Longitudinal Study ◽  
Preschool Children ◽  
Economically Disadvantaged ◽  
Academic Competence ◽  
The Social
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