scholarly journals The Impact of a Self-Control Training Program on Enhancement of Social Skills in Students with ADHD

Psychology ◽  
2012 ◽  
Vol 03 (08) ◽  
pp. 616-620 ◽  
Author(s):  
Ahmad Beh-Pajooh ◽  
Sayyed Mohsen Fatemi ◽  
Bagher Ghobari Bonab ◽  
Hamid Alizadeh ◽  
Ghorban Hemmati
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Self Control ◽  
Students With Adhd ◽  
The Impact

Teaching Self-Management Skills to Learning Disabled Adolescents

1989 ◽  
Vol 12 (4) ◽  
pp. 275-287 ◽  
Author(s):  
Edward S. Shapiro
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Training Program ◽  
Management Training ◽  
Learning Disabled ◽  
School To Work ◽  
Work Environments ◽  
Self Management ◽  
Management Skills ◽  
The Impact

Learning disabled adolescents often display deficiencies in problem-solving and interpersonal social skills. These deficiencies tend to pose particular difficulties for successful transitions from the school to work environments. The present 3-year study investigated the impact of a self-management training program for LD adolescents ( N = 67 across all three years) who were attending a vocational-technical school. The study specifically examined changes in subjects' problem-solving and job-related social skills. Results showed significant and substantial improvements in LD students who received the self-management training program compared to both LD and non-learning disabled students who were not trained. Implications for enhancing the curriculum for LD adolescents as well as the potential limitations of the findings are discussed.

scholarly journals The effect of mother value training program to the social skill levels of the 5-6 years old children

2014 ◽  
Vol 4 (4) ◽  
pp. 103-116
Author(s):  
Seviye Neslitürk ◽  
Mehmet Engin Deniz
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Experimental Research ◽  
Social Skill ◽  
Self Control ◽  
Control Group ◽  
Skill Levels ◽  
The Social ◽  
Significant Difference ◽  
Experimental Group

This research is planned on the purpose of investigation the effect of Mother Value Training Program (ADEP), which is provided to the mothers of children who attend kindergarten, to the social skills level of 5-6 years old children. In the study, pretest-posttest and experimental research design including the control and experimental groups was used; there were 24 children in each group. The Mother Value Training Program (ADEP) is applied to the mothers of children in the experimental group during 9-weeks. There are 18 sessions and the duration of each is 120 -150 minutes. For the collection of data, Social Skills Improvement System "SSİS" Parent Form was used.  As a result of the analyses, a significant difference was not observed in the control group. However, significantly increasing effect in the social skills related to the communication, cooperation, self-expression, responsibility, empathy, acting together with the group and self-control was observed in the experimental group children. In addition, as a result of the screening test, this effect was also observed in other social skills other than communication.

scholarly journals Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 533-543
Author(s):  
Humberto Claudio Passeri Medeiros ◽  
Adriana Benevides Soares ◽  
Marcia Cristina Monteiro
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
School Performance ◽  
Preventive Intervention ◽  
Self Control ◽  
Motivation To Learn ◽  
The Social ◽  
The Impact

Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

scholarly journals Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic

2019 ◽  
Vol 15 (1) ◽  
pp. 29
Author(s):  
N. Indroasyoko ◽  
A. Muhammad ◽  
D. Sujana
Keyword(s):  
Factor Analysis ◽  
Social Skills ◽  
Social Skill ◽  
Technical Skill ◽  
Self Control ◽  
Dominant Factor ◽  
Skill Formation ◽  
Know How ◽  
The Social ◽  
The Impact

The objective of this research is to know how big the impact of co-curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co-curricular field of Arts, Special Skills and Sports.  Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self-Control. The questionnaire technique using the scale of assessment of Linkert model.  The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables.  The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co-curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed.  The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs.  In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness.

THE IMPACT OF A SOCIAL SKILLS TRAINING PROGRAM FOR ADOLESCENTS WITH BEHAVIOURAL DIFFICULTIES

1999 ◽  
Vol 4 (2) ◽  
pp. 4-10 ◽  
Author(s):  
Égide Royer ◽  
Nadia Desbiens ◽  
Isabelle Bitaudeau ◽  
Nathalie Maltais ◽  
Michel Gagnon
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Skills Training ◽  
Behavioural Difficulties ◽  
The Impact

scholarly journals Differential Relationships of Anxiety and Autism Symptoms on Social Skills in Young Boys With Fragile X Syndrome

2017 ◽  
Vol 122 (5) ◽  
pp. 359-373 ◽  
Author(s):  
Debra L. Reisinger ◽  
Jane E. Roberts
Keyword(s):  
Social Skills ◽  
Fragile X Syndrome ◽  
Adaptive Behavior ◽  
Fragile X ◽  
Cross Sectional Study ◽  
Self Control ◽  
Autism Symptoms ◽  
Cross Sectional ◽  
Atypical Development ◽  
The Impact

Abstract Social skills are critical for academic, social, and psychological success of children with both typical and atypical development. Boys with fragile X syndrome (FXS) are at high risk for social skill impairments, given intellectual impairments and secondary conditions. The present study examines the impact of adaptive behavior, autism symptoms, and anxiety symptoms to social skills at the composite and subdomain level in boys with FXS across age. This cross-sectional study included boys with FXS (3–14 years) contrasted to age-matched typical control boys. Results revealed that social skills are generally within developmental expectations, with adaptive behavior as the primary predictor. Anxiety and autism symptoms emerged as additive risk factors, particularly in the areas of responsibility and self-control.

Yet Another Social Skills Training Program for Children: Why?

PsycCRITIQUES ◽  
2011 ◽  
Vol 56 (48) ◽  
Author(s):  
Georgette Yetter ◽  
Catherine Laterza
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Skills Training
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