Home-Computing Model and Children with Learning Disabilities: A Systemic Approach

1995 ◽  
Vol 18 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Malka Margalit ◽  
Yehudit Rochberg ◽  
Michal Al-Yagon
Keyword(s):  
Learning Disabilities ◽  
Home Environment ◽  
Intervention Programs ◽  
Enabling Technology ◽  
Social Emotional ◽  
Computing Model ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
The Social ◽  
Home Computing

The search for intervention programs aimed at empowering both children and their parents has included a focus on the introduction of computers to the home environment and on parental determination to extend the advantages and benefits of technology to promote their children's academic performance and emotional growth. Using a dynamic and individualistic approach based on observations and research, a home-computing model considers parents' often controversial tendencies related to their child's education. On one hand, parents would like to be more involved in their children's education, but, on the other hand, they have difficulty staying involved as a result of stress related to their child with disabilities, lowered sense of coherence and overload of caring duties. Two suggested strategies are viewed as representing a continuum of parent-child interactions: Creating a supportive climate for home computing and parental tutoring. The social-emotional perspective of children with learning disabilities is discussed as it relates to empowering both parents and children and to promoting their coping strategies by providing opportunities for enabling technology-related experiences.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

The Social-Emotional Side of Learning Disabilities

2004 ◽  
Vol 27 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Linda K. Elksnin ◽  
Nick Elksnin
Keyword(s):  
Learning Disabilities ◽  
Social Emotional ◽  
The Social

scholarly journals „Was für mich selbst gut ist, kann meinen Kindern nicht schaden.“ Der Einfluss der elterlichen Freizeitaktivitäten auf die Eltern-Kind-Aktivitäten

2013 ◽  
Vol 25 (3) ◽  
pp. 347-364
Author(s):  
Nicole Biedinger
Keyword(s):  
Home Environment ◽  
Regression Models ◽  
Leisure Activities ◽  
Preschool Education ◽  
Migrant Children ◽  
Linear Regression Models ◽  
Social Differences ◽  
Parent Child Interactions ◽  
The Social ◽  
Educational Careers

Families differ strongly in how they deal with their children. These differences are often attributed to the socio-economic origin of the parents. Numerous studies have shown that the type and the availability of the stimuli in a child’s home environment strongly influence the child’s abilities. But how can the social differences in parent-child interactions be explained? It is argued that parents consciously or unconsciously want to maximize their child-related activities’ utility. This maximization of utility is also visible in parents’ own cultural leisure activities. Thus these should predict the extent of their interactions with their child in the home environment. This utility-theoretical approach is tested by using the data of the project “Preschool education and educational careers among migrant children”. Employing linear regression models, it can be shown that the social differences are related primarily to the cultural leisure behaviour of the parents, rather than to the family’s financial situation. Thus, the parents’ own interests are reflected in their interaction within the home environment, which, in turn, has a direct effect upon their child’s development. Zusammenfassung Familien variieren sehr stark darin, wie sie mit ihren Kindern umgehen. Diese Unterschiede werden oft auf die sozioökonomische Herkunft (SES) der Eltern zurückgeführt. Viele Studien können belegen, dass die Art und der Umfang des häuslichen Anregungsniveaus die Kompetenzentwicklung der Kinder stark beeinflusst. Daher stellt sich die Frage, wodurch die sozialen Unterschiede bei den Eltern-Kind-Interaktionen erklärt werden. Es wird davon ausgegangen, dass Eltern bewusst oder unbewusst im Rahmen von Aktivitäten mit ihrem Kind ihren Nutzen maximieren wollen. Diese Nutzenmaximierung zeigt sich auch in ihren eigenen hochkulturellen Freizeitaktivitäten. Somit sollten die eigenen Freizeitaktivitäten der Eltern den Umfang an häuslichen Interaktionen mit ihrem Kind vorhersagen. Dieser nutzentheoretische Ansatz wird mit den Daten des Projekts „Erwerb von sprachlichen und kulturellen Kompetenzen von Migrantenkindern in der Vorschulzeit“ überprüft. Mit Hilfe von linearen Regressionsmodellen wird gezeigt, dass die sozialen Unterschiede vor allem mit dem hochkulturellen Freizeitverhalten der Eltern zusammenhängen, und nicht von der finanziellen Situation der Familien abhängen. Somit spiegeln sich die eigenen Interessen der Eltern in der häuslichen Interaktion wider, die wiederum direkt die Kompetenzen der Kinder beeinflusst.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

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