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Tsou YT, Nasri M, Li B, Blijd-Hoogewys EMA, Baratchi M, Koutamanis A, Rieffe C. Social connectedness and loneliness in school for autistic and allistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241259932. [PMID: 38888149 DOI: 10.1177/13623613241259932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/20/2024]
Abstract
LAY ABSTRACT Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13 years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children's needs can lead to a more effective design for a welcoming school climate.
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Affiliation(s)
- Yung-Ting Tsou
- Leiden University, The Netherlands
- Vrije Universiteit Amsterdam, The Netherlands
| | | | - Boya Li
- Leiden University, The Netherlands
| | | | | | | | - Carolien Rieffe
- Leiden University, The Netherlands
- University of Twente, The Netherlands
- University College London, UK
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2
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Cox A, Morrongiello BA. A Pilot Randomized Trial Evaluating the Cool 2 Be Safe Junior Playground Safety Program for Preschool Children. J Pediatr Psychol 2024; 49:279-289. [PMID: 38287650 DOI: 10.1093/jpepsy/jsae003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 12/31/2023] [Accepted: 01/04/2024] [Indexed: 01/31/2024] Open
Abstract
OBJECTIVE Unintentional injury is the leading cause of death to children worldwide, and playgrounds pose a significant risk of injury. Those aged 5 and 6 years are particularly vulnerable to playground injuries. Previous interventions have typically targeted environmental modifications or increased supervision to reduce playground injuries; however, minimal research has focused on implementing behavioral interventions that seek to change children's safety knowledge and risk-taking behaviors on the playground. The current randomized trial addressed these gaps in the literature and sought to increase preschool children's hazard awareness skills and knowledge of unsafe playground behaviors and decrease their intentions to engage in risk-taking behaviors on the playground. METHOD A total of 77 children aged 5 and 6 years were tested at a laboratory on a university campus, using a parallel group design, with 38 randomized to the playground intervention group and 39 randomly assigned to a control group. The intervention was manualized and delivered to small groups of children (3-5) over several sessions. RESULTS Statistical analyses revealed significant group differences. Intervention experience led to significant increases in hazard awareness skills and knowledge of unsafe playground behaviors, and significant decreases in children's risk-taking behavioral intentions, whereas those in the control group showed no significant changes in these scores. Attention scores for those in the intervention group highlighted that the program content was successful in maintaining children's attention and engagement, and memory scores indicated excellent retention of lesson content. CONCLUSION The program shows promise in addressing the issue of unintentional playground injuries in young children.
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Affiliation(s)
- Amanda Cox
- Psychology Department, University of Guelph, Guelph, ON, Canada
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3
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Horn L, Karsai M, Markova G. An automated, data-driven approach to children's social dynamics in space and time. CHILD DEVELOPMENT PERSPECTIVES 2024; 18:36-43. [PMID: 38515828 PMCID: PMC10953409 DOI: 10.1111/cdep.12495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
Abstract
Most children first enter social groups of peers in preschool. In this context, children use movement as a social tool, resulting in distinctive proximity patterns in space and synchrony with others over time. However, the social implications of children's movements with peers in space and time are difficult to determine due to the difficulty of acquiring reliable data during natural interactions. In this article, we review research demonstrating that proximity and synchrony are important indicators of affiliation among preschoolers and highlight challenges in this line of research. We then argue for the advantages of using wearable sensor technology and machine learning analytics to quantify social movement. This technological and analytical advancement provides an unprecedented view of complex social interactions among preschoolers in natural settings, and can help integrate young children's movements with others in space and time into a coherent interaction framework.
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Affiliation(s)
- Lisa Horn
- Department of Behavioral and Cognitive BiologyUniversity of ViennaViennaAustria
| | - Márton Karsai
- Department of Network and Data ScienceCentral European UniversityViennaAustria
- Alfréd Rényi Institute of MathematicsBudapestHungary
| | - Gabriela Markova
- Department of Developmental and Educational PsychologyUniversity of ViennaViennaAustria
- Institute for Early Life CareParacelsus Medical UniversitySalzburgAustria
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4
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Eichengreen A, van Rooijen M, van Klaveren LM, Nasri M, Tsou YT, Koutamanis A, Baratchi M, Rieffe C. The impact of loose-parts-play on schoolyard social participation of children with and without disabilities: A case study. Child Care Health Dev 2024; 50:e13144. [PMID: 37322578 DOI: 10.1111/cch.13144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 04/14/2023] [Accepted: 05/30/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Outdoor social participation in the school playground is crucial for children's socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention that changes the playground play environment to enhance child-led free play, can promote social participation for children with and without disabilities. METHOD Forty-two primary school children, out of whom three had hearing loss or autism, were assessed for two baseline and four intervention sessions. We applied a mixed-method design, combining advanced sensors methodology, observations, peer nominations, self-reports, qualitative field notes and an interview with the playground teachers. RESULTS Findings indicated for all children a decrease during the intervention in social interactions and social play and no change in network centrality. Children without disabilities displayed also an increase in solitude play and in the diversity of interacting partners. Enjoyment of LPP was high for all children, yet children with disabilities did not benefit socially from the intervention and became even more isolated compared with baseline level. CONCLUSIONS Social participation in the schoolyard of children with and without disabilities did not improve during LPP in a mainstream setting. Findings emphasize the need to consider the social needs of children with disabilities when designing playground interventions and to re-think about LPP philosophy and practices to adapt them to inclusive settings and goals.
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Affiliation(s)
- Adva Eichengreen
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Martin van Rooijen
- Department of Education, University of Humanistic Studies, Utrecht, The Netherlands
| | | | - Maedeh Nasri
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Yung-Ting Tsou
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Alexander Koutamanis
- Department of Management in the Built Environment, Delft University of Technology, Delft, The Netherlands
| | - Mitra Baratchi
- Leiden Institute of Advanced Computer Science, Leiden University, Leiden, The Netherlands
| | - Carolien Rieffe
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, The Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
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5
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Elbaum B, Perry LK, Messinger DS. Investigating Children's Interactions in Preschool Classrooms: An Overview of Research Using Automated Sensing Technologies. EARLY CHILDHOOD RESEARCH QUARTERLY 2023; 66:147-156. [PMID: 37954477 PMCID: PMC10634637 DOI: 10.1016/j.ecresq.2023.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2023]
Abstract
New technologies that combine digital sensors with automated processing algorithms are now being deployed to study preschool classrooms. This article provides an overview of these new sensing technologies, focusing on automated speaker classification, the analysis of children's and teachers' speech, and the detection and analysis of their movements over the course of the school day. Findings from recent studies utilizing these technologies are presented to illustrate the contribution of these sensing technologies to our understanding of classroom processes that predict children's language and social development. In particular, the potential to collect extended real-time data on the speech and movement of all children and teachers in a classroom provides a broader window on the variability of individual children's interactions with peers and teachers and their integration into classroom social networks. The article describes current challenges related to the use of sensing technologies in preschool settings, as well as advances that may overcome these challenges and allow for more in-depth investigations of children's early classroom experiences.
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Affiliation(s)
- Batya Elbaum
- Department of Teaching and Learning, University of Miami, 1507 Levante Ave., Coral Gables, FL 33146
| | - Lynn K. Perry
- Department of Psychology, University of Miami, 5665 Ponce De Leon Blvd., Coral Gables, FL 33146
| | - Daniel S. Messinger
- Department of Psychology, University of Miami, 5665 Ponce De Leon Blvd., Coral Gables, FL 33146
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6
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McNair ML, Keenan EG, Houck AP, Lerner MD. Seeking contexts that promote neurodiverse social success: Patterns of behavior during minimally-structured interaction settings in autistic and non-autistic youth. Dev Psychopathol 2023:1-16. [PMID: 37593821 PMCID: PMC10874463 DOI: 10.1017/s0954579423000950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/19/2023]
Abstract
While peer interaction differences are considered a central feature of autism, little is known regarding the nature of these interactions via directly-observed measurement of naturalistic (i.e., minimally-structured) groups of autistic and non-autistic adolescent peers. 148 autistic and non-autistic adolescents (111 male, Mage = 14.22, SDage = 1.90; MIQ = 103.22, SDIQ = 15.80) participated in a 50-minute, minimally-structured, naturalistic peer interaction paradigm with activities of varying social demands: an incidental social demand (eating in a room with peers), a physical social demand (playing a physically-interactive game), and a verbal social demand (playing a verbal game). While autistic youth exhibited fewer overall interaction behaviors than non-autistic youth, the two groups did not differ in amount of positive, negative, and low-level interaction behaviors. Within activities, autistic and non-autistic youth only differed in positive interaction behaviors during the context of a verbal social demand. Youth who displayed more positive interaction behaviors during this same activity had less autism spectrum disorder symptomatology, controlling for nested group effects and relevant covariates. These results point toward subtle differences in social demands across naturalistic settings that can either support or impede prosocial interaction for autistic youth, providing a guidepost for identifying settings that best promote social success for neurodiverse populations.
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Affiliation(s)
- Morgan L McNair
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
| | - Elliot Gavin Keenan
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
- Department of Human Development & Psychology, University of California, Los Angeles, CA, USA
| | - Abigail P Houck
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
| | - Matthew D Lerner
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
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7
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Veiga G, Guerreiro D, Marmeleira J, Santos GD, Pomar C. OUT to IN: a body-oriented intervention program to promote preschoolers' self-regulation and relationship skills in the outdoors. Front Psychol 2023; 14:1195305. [PMID: 37599760 PMCID: PMC10435744 DOI: 10.3389/fpsyg.2023.1195305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Abstract
Introduction Time for movement and outdoor experiences has decreased in children's daily lives. Nevertheless, a growing body of research has shown that body-oriented interventions and outdoor time benefit preschoolers' social-emotional development, a foundation for mental health. OUT to IN is a body-oriented intervention program implemented outdoors, designed to promote preschoolers' social-emotional competence. This study aimed to evaluate the effects of OUT to IN on preschoolers' self-regulation and relationship skills. Methods A cluster randomized trial with multi-method and multi-informant assessment was implemented including 233 children between 3 and 6 years (122 boys, Mage = 5.07 years), from 4 preschools (8 groups with OUT to IN intervention, 4 groups without intervention - control group). The 153 children allocated to the OUT to IN group participated in biweekly sessions for 10 weeks. OUT to IN sessions followed a body-oriented approach comprising exercise play, relaxation, and symbolization activities, implemented outdoors by a psychomotor therapist and the preschool teacher. Sessions enabled children to feel, observe and control their bodily states and understand the relationship between their bodies and emotions. Teachers participated in a brief course and on 20 biweekly relaxation sessions. Children's self-regulation was measured through specific tasks and a parent questionnaire. Relationship skills (i.e., empathy, communication, cooperation and sociability) were measured through parents' and preschool teachers' questionnaires. Mann-Whitney test was used to study differences at baseline between the OUT to IN group and the control group, and to study differences in the 10-week changes between both groups. Wilcoxon Test was used for intragroup comparisons. Results After the 10-week intervention period, children who participated in OUT to IN showed significant improvements on self-regulation and relationship skills (empathy, cooperation and sociability), in comparison to the control group who did not show any significant improvements. Large size effects (η2 > 0.14) were found for most of the variables related to self-regulation and small (η2 > 0.01), medium (η2 > 0.06) and large size effects (η2 > 0.14) were found for the variables related to relationship skills. Conclusion OUT to IN showed to be an effective body-oriented intervention program in improving children's self-regulation and relationship skills, which are recognized foundations for mental health and well-being.
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Affiliation(s)
- Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Daniela Guerreiro
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - José Marmeleira
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Graça Duarte Santos
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal
| | - Clarinda Pomar
- Departamento de Pedagogia e Educação, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal
- Centro de Investigação em Educação e Psicologia, Universidade de Évora, Évora, Portugal
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8
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Eichengreen A, Tsou YT, Nasri M, van Klaveren LM, Li B, Koutamanis A, Baratchi M, Blijd-Hoogewys E, Kok J, Rieffe C. Social connectedness at the playground before and after COVID-19 school closure. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023; 87:101562. [PMID: 37396499 PMCID: PMC10305783 DOI: 10.1016/j.appdev.2023.101562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2022] [Revised: 06/16/2023] [Accepted: 06/16/2023] [Indexed: 07/04/2023]
Abstract
Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. Upon school reopening, findings from sensors and peer nominations indicated increases in children's interaction time, network diversity and network centrality. Group observations indicated a decrease in no-play social interactions and an increase in children's involvement in social play. Explorative analyses did not reveal relations between changes in peer connectedness and pre-lockdown levels of peer connectedness or social contact during the lockdown period. Findings pointed at the role of recess in contributing to children's social well-being and the importance of attending to their social needs upon reopening.
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Affiliation(s)
- Adva Eichengreen
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Yung-Ting Tsou
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Maedeh Nasri
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | | | - Boya Li
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Alexander Koutamanis
- Department of Management in the Built environment, Delft University of Technology, Delft, the Netherlands
| | - Mitra Baratchi
- Leiden Institute of Advanced Computer Science, Leiden University, Leiden, the Netherlands
| | - Els Blijd-Hoogewys
- INTER-PSY, Autism Team, Groningen, the Netherlands
- Department of Clinical and Developmental Psychology, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, the Netherlands
| | - Joost Kok
- Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, the Netherlands
| | - Carolien Rieffe
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, the Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
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9
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Banarjee C, Tao Y, Fasano RM, Song C, Vitale L, Wang J, Shyu ML, Perry LK, Messinger DS. Objective quantification of homophily in children with and without disabilities in naturalistic contexts. Sci Rep 2023; 13:903. [PMID: 36650273 PMCID: PMC9845319 DOI: 10.1038/s41598-023-27819-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2021] [Accepted: 01/09/2023] [Indexed: 01/19/2023] Open
Abstract
Homophily, the tendency for individuals to preferentially interact with others similar to themselves is typically documented via self-report and, for children, adult report. Few studies have investigated homophily directly using objective measures of social movement. We quantified homophily in children with developmental disabilities (DD) and typical development (TD) using objective measures of position/orientation in preschool inclusion classrooms, designed to promote interaction between these groups of children. Objective measurements were collected using ultra-wideband radio-frequency tracking to determine social approach and social contact, measures of social movement and interaction. Observations of 77 preschoolers (47 with DD, and 30 TD) were conducted in eight inclusion classrooms on a total of 26 days. We compared DD and TD groups with respect to how children approached and shared time in social contact with peers using mixed-effects models. Children in concordant dyads (DD-DD and TD-TD) both moved toward each other at higher velocities and spent greater time in social contact than discordant dyads (DD-TD), evidencing homophily. DD-DD dyads spent less time in social contact than TD-TD dyads but were comparable to TD-TD dyads in their social approach velocities. Children's preference for similar peers appears to be a pervasive feature of their naturalistic interactions.
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Affiliation(s)
- Chitra Banarjee
- Department of Psychology, University of Miami, Coral Gables, FL, USA.
| | - Yudong Tao
- Department of Electrical & Computer Engineering, University of Miami, Coral Gables, FL, USA
| | - Regina M Fasano
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Chaoming Song
- Department of Physics, University of Miami, Coral Gables, FL, USA
| | - Laura Vitale
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Jue Wang
- Department of Psychology, University of Science and Technology of China, Hefei, China
| | - Mei-Ling Shyu
- Department of Electrical & Computer Engineering, University of Miami, Coral Gables, FL, USA
| | - Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL, USA
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Anthony CJ, Elliott SN, Yost M, Lei PW, DiPerna JC, Cefai C, Camilleri L, Bartolo PA, Grazzani I, Ornaghi V, Cavioni V, Conte E, Vorkapić ST, Poulou M, Martinsone B, Simões C, Colomeischi AA. Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries. Front Psychol 2022; 13:928189. [PMID: 35983195 PMCID: PMC9380595 DOI: 10.3389/fpsyg.2022.928189] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 06/28/2022] [Indexed: 11/17/2022] Open
Abstract
The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.
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Affiliation(s)
- Christopher J. Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, United States
| | - Stephen N. Elliott
- Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, United States
| | - Michayla Yost
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, United States
| | - Pui-Wa Lei
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, United States
| | - James C. DiPerna
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, United States
| | - Carmel Cefai
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
| | - Liberato Camilleri
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
| | - Paul A. Bartolo
- Centre for Resilience and Socio-Emotional Health, University of Malta, Msida, Malta
| | - Ilaria Grazzani
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Veronica Ornaghi
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Valeria Cavioni
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Elisabetta Conte
- Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | | | - Maria Poulou
- Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
| | | | - Celeste Simões
- Faculty of Human Kinetics, University of Lisbon, Lisbon, Portugal
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11
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Da Silva BMS, Rieffe C, Frijns JHM, Sousa H, Monteiro L, Veiga G. Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children's Playground Behaviors. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1091. [PMID: 35884074 PMCID: PMC9318400 DOI: 10.3390/children9071091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 07/17/2022] [Accepted: 07/19/2022] [Indexed: 11/16/2022]
Abstract
Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children's interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers.
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Affiliation(s)
- Brenda M. S. Da Silva
- Department of Educational and Developmental Psychology, Leiden University, 2333 Leiden, The Netherlands;
| | - Carolien Rieffe
- Department of Educational and Developmental Psychology, Leiden University, 2333 Leiden, The Netherlands;
- Department of Human Media Interaction, University of Twente, 7522 Enschede, The Netherlands
- Department of Psychology and Human Development, University College London, London WC1E 6BT, UK
| | - Johan H. M. Frijns
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, 2333 Leiden, The Netherlands;
- Leiden Institute for Brain and Cognition, Leiden University Medical Center, 2333 Leiden, The Netherlands
| | - Herédio Sousa
- Departamento de Otorrinolaringologia, Centro Hospitalar de Lisboa Central, 1169-045 Lisboa, Portugal;
| | - Luísa Monteiro
- Unidade de Otorrinolaringologia, Hospital Lusíadas Lisboa, 1500-458 Lisboa, Portugal;
| | - Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal;
- Comprehensive Health Research Center (CHRC), Universidade de Évora, 7004-516 Évora, Portugal
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12
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Thompson BN, Goldstein TR. Observing the Developmental Progression of Pretend Play across the Preschool Years. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2058508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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13
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da Silva BMS, Ketelaar L, Veiga G, Tsou YT, Rieffe C. Moral emotions in early childhood: Validation of the Moral Emotions Questionnaire (MEQ). INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221075031] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence of shame, guilt, and pride behaviors in early childhood. To validate this newly developed questionnaire, a confirmatory factor analysis and measurement invariance were conducted, and internal consistency, and concurrent validity were tested. Outcomes confirmed that the three moral emotions can be individually identified through the MEQ, even at such an early age. The MEQ scales showed acceptable internal consistencies and the associations between the three moral emotions and externalizing behaviors, internalizing behaviors, and social competence were in accordance with previous research, therefore confirming concurrent validity.
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Affiliation(s)
| | - Lizet Ketelaar
- Dutch Foundation for the Deaf and Hard of Hearing Child, The Netherlands
| | - Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Portugal
- Comprehensive Health Research Center (CHrC), Universidade de Évora, Portugal
| | | | - Carolien Rieffe
- Leiden University, The Netherlands
- University of Twente, The Netherlands
- University College London, UK
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Stanton-Chapman TL, Schmidt EL. How Do the Children Play? The Influence of Playground Type on Children's Play Styles. Front Psychol 2021; 12:703940. [PMID: 34721152 PMCID: PMC8549435 DOI: 10.3389/fpsyg.2021.703940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 09/06/2021] [Indexed: 11/23/2022] Open
Abstract
Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children's social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children's perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children's play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.
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Affiliation(s)
- Tina L. Stanton-Chapman
- Early Childhood and Human Development School of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, OH, United States
| | - Eric L. Schmidt
- Playground Equipment Services, Cincinnati, OH, United States
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Goldstein TR, Thompson BN, Kanumuru P. Do embodiment and fictionality affect young children's learning? J Exp Child Psychol 2021; 213:105275. [PMID: 34487975 DOI: 10.1016/j.jecp.2021.105275] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Revised: 01/26/2021] [Accepted: 08/02/2021] [Indexed: 10/20/2022]
Abstract
Preschool-aged children can learn from fictional, pretend, and imaginative activities. However, many studies showing this learning involve children as physically passive while consuming fictional narratives rather than as actively, physically engaged. Physical engagement may add to cognitive processes already at play when watching narratives, making children more likely to retain or understand information. Children's natural pretend involves physical movement, role play, and embodiment. To test learning from embodied pretense, we conducted two studies in which we experimentally manipulated whether children were physically passive while consuming narratives or physically actively engaged with them through embodied pretend play using puppets or costumes. In Study 1, children were shown/engaged in television-based narratives, all of which contained fantastical content. In Study 2, children were shown/engaged in lab-created stories, some of which contained fantastical elements. We measured children's learning and perceptions of realism. In Study 1, neither perception of fictionality nor embodiment immediately affected learning, although older preschoolers learned more than younger preschoolers. In Study 2, neither perception nor presence of fantastical content affected learning, but embodiment did. Children learned more from both embodied conditions compared with the physically passive condition. We also included 2-week follow-up tests of recall and found that although children retained very little, embodiment still affected retention in both studies. Overall, children did not use realism judgments to differentiate learning. These findings show the complexity of different elements involved in children's learning from pretense and the need to understand what elements affect learning from fantastical and embodied pretend play and stories.
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A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00286-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.
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Foundational Movement Skills and Play Behaviors during Recess among Preschool Children: A Compositional Analysis. CHILDREN-BASEL 2021; 8:children8070543. [PMID: 34202803 PMCID: PMC8306790 DOI: 10.3390/children8070543] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 11/17/2022]
Abstract
This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male; mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children's Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.
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Christiansen H, Hirsch O, Beheshti A, Chavanon ML. Emotions or attention – what are predictors for the development of childhood psychopathology? A longitudinal study with pre- and elementary school children. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01842-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractCurrent debate has identified the factors emotion knowledge (EK) and attention as specific trajectories longitudinally influencing psychopathological development in childhood. The “Emotion Knowledge Hypothesis” assumes that children with great emotion skills have high self-regulating abilities that result in lower cognitive load and stronger attention capacities. Attention problems are thus perceived as a consequence of reduced EK. According to the competing “Attention Effect Hypothesis”, attention problems and EK deficits are associated because of impaired learning capacities due to attention problems. According to this hypothesis, attention problems are predictive of impaired EK. If those specific trajectories are disrupted, this might attenuate the development of later behavior problems. The present study tests those competing hypotheses replicating previous studies in this field to shed light on potential psychopathology trajectories. A total of 136 pre- and elementary school children as well as their teachers participated in this study. Children’s symptoms of inattention as well as their emotional competences were assessed 3 times over a 12-month period. We applied multilevel structural equation modelling and cross-lagged panel models for data analysis. Overall, we noted a drop in inattention scores and rise in emotional competences over the one-year course, indicating maturation effects. There was a significant but very small effect for attention scores predicting emotional competences. With respect to the question whether interventions should focus on the “Emotion Knowledge” or “Attention Effect” hypothesis, our findings imply that none of them has superiority over the other. Therefore, both emotion knowledge and attention are crucial for development, and that children with deficits in either domain should receive targeted interventions in order to disrupt potentially harmful developmental pathways.
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Recess Behaviors of Urban Children 16 Months After a Green Schoolyard Renovation. J Phys Act Health 2021; 18:563-570. [PMID: 33811188 DOI: 10.1123/jpah.2020-0280] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 02/04/2021] [Accepted: 02/05/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Green schoolyard renovations lead to immediate positive changes in moderate to vigorous physical activity (MVPA) and social behavior. This pilot study examines whether these benefits are equally distributed across gender and age and maintained 16 months postgreening. METHODS Physical activity and social interactions during recess were recorded at control (n = 389) and experimental (n = 642) Title I urban elementary schools with direct observation and accelerometers. RESULTS Activity profiles were similar to 4-month postgreening and to baseline for experimental girls and boys, respectively. There was no difference in MVPA minutes between sexes (girls = 11.8; 95% confidence interval [CI], 11.1 to 12.5]; boys = 12.8; 95% CI, 12.0 to 13.4) and no difference in sitting minutes between age groups (first to fourth = 2.0; 95% CI, 1.5 to 2.6; fifth to sixth = 1.8; 95% CI, 1.1 to 2.4) in green areas. Experimental students spent more time in MVPA (11.2 min; 95% CI, 10.6 to 11.8 vs 8.9 min; 95% CI, 8.3 to 9.3), in small groups (10.6 min; 95% CI, 10.2 to 11.0 vs 9.2 min; 95% CI, 8.5 to 9.9), and engaged in more prosocial interactions (5.5; 95% CI, 5.1 to 6.3 vs 3.7; 95% CI, 3.0 to 4.2) than control students. CONCLUSIONS Green schoolyard renovations result in persistent changes to recess behavior that are characteristic of a more collaborative community and counteract age-related declines in MVPA, particularly for girls.
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Assessment of Motor Development in Childhood: Contemporary Issues, Considerations, and Future Directions. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2018-0028] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Assessment of the motor domain is a critical aspect of understanding motor development. Measurement of motor development is the baseline to understand potential delays and to promote the tools for change and improvement of this domain. This paper aims to reflect on the construct of motor development and the process of assessing motor performance. We review the use of assessments in motor development research and discuss issues of validity, reliability, sensitivity, and specificity. We appraise selected assessments, describe how the use of assessments changed over the periods of study in motor development, and examine the contemporary status of assessments and its applications. Finally, and most importantly, we provide suggestions and recommendations for future directions in the field, as well as pose important questions for researchers and practitioners to consider when selecting, using, and interpreting assessment results. In light of the contemporary view of motor development and the increasing focus on health applications, we recommend the use of screening tools, short forms, and technology, as well as encouraging the use of and more research on motor development assessments in childhood.
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Thompson BN, Goldstein TR. Children Learn From Both Embodied and Passive Pretense: A Replication and Extension. Child Dev 2019; 91:1364-1374. [PMID: 31541473 DOI: 10.1111/cdev.13309] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Research suggests that children can learn new information via pretense. However, a fundamental problem with existing studies is that children are passive receivers of the pretense rather than active, engaged participants. This preregistered study replicates previous learning from pretense findings (Sutherland & Friedman, 2012, Child Development), in which children are passive observers of pretense, and extends to two additional conditions that require children to partially (with puppets) or fully (with costumes) embody a character. Children (N = 144, 24-79 months) learned equally well, and better than those in the control condition, from all three play scenarios. At a 2-week follow-up, learning was equally retained across embodiment conditions for older, but not younger, preschoolers. Future research should consider embodiment's role for more complex material.
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SKIPing Together: A Motor Competence Intervention Promotes Gender-Integrated Friendships for Young Children. SEX ROLES 2019. [DOI: 10.1007/s11199-019-01079-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Garte R. Collaborative Competence during preschooler's Peer Interactions: Considering Multiple Levels of Context within Classrooms. Integr Psychol Behav Sci 2019; 54:30-51. [PMID: 31302823 DOI: 10.1007/s12124-019-09496-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The present study introduced an interaction based, contextually contingent method for the study of social competence among preschoolers from low income families of color. Contrary to prevailing methods that assess social competence among individual children, this study used the interacting group as the unit of analysis. The constructs of intersubjectivity and collaborative complexity were adapted for an observational measure of 277 naturally occurring episodes of children's free play. The results of a multi-level analysis demonstrated a significant impact of the flexibility of the play environment and the characteristics of the peer group on the social complexity of children's peer interactions during play. To explain the study's findings a theory of how children's collaborative competence emerges according to the features of the physical and social context is proposed. More specifically, there is a bi-directional relationship between the flexibility of space and materials in the immediate play environment and children's focus on either interpersonal dynamics or collective goals of shared activity during peer play interactions. Implications for both empirical study and theorization of children's collaborative competence is discussed. More specifically, the need for measures that consider the interactive nature of social development, include non-verbal indicators of collaborative competence and consider environmental influences on children's peer interactions is highlighted. Including consideration of collaborative competence as framed by shared activity and collective goals during peer interactions in an understanding of social competence, rather than an exclusive focus on individual development of social skills is proposed.
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Affiliation(s)
- Rebecca Garte
- The Borough of Manhattan Community College of the City University of New York, 199 Chambers St., New York, NY, 10007, USA.
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Thompson BN, Goldstein TR. Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. DEVELOPMENTAL REVIEW 2019. [DOI: 10.1016/j.dr.2019.100867] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Messinger DS, Prince EB, Zheng M, Martin K, Mitsven SG, Huang S, Stölzel T, Johnson N, Rudolph U, Perry LK, Laursen B, Song C. Continuous measurement of dynamic classroom social interactions. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019; 43:263-270. [PMID: 38882577 PMCID: PMC11178315 DOI: 10.1177/0165025418820708] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
Human observations can only capture a portion of ongoing classroom social activity, and are not ideal for understanding how children's interactions are spatially structured. Here we demonstrate how social interaction can be investigated by modeling automated continuous measurements of children's location and movement using a commercial system based on radio frequency identification. Continuous location data were obtained from 16 five-year-olds observed during three 1-h classroom free play observations. Illustrative coordinate mapping indicated that boys and girls tended to cluster in different physical locations in the classroom, but there was no suggestion of gender differences in children's velocity (i.e., speed of movement). To detect social interaction, we present the radial distribution function, an index of when children were in social contact at greater than chance levels. Rank-order plots indicated that children were in social contact tens to hundreds of times more with some peers than others. We illustrate the use of social ties (higher than average levels of social contact) to visualize the classroom network. Analysis of the network suggests that transitivity is a potential lens through which to examine male, female, and mixed-sex cliques. The illustrative findings suggest the validity of the new measurement approach by re-examining well-established gender segregation findings from a new perspective.
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Affiliation(s)
- Daniel S. Messinger
- Departments of Psychology, Pediatrics, Music Engineering, Electrical and Computer Engineering, University of Miami, Coral Gables, FL, USA
| | - Emily B. Prince
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Minzhang Zheng
- Department of Physics, University of Miami, Coral Gables, FL, USA
| | - Katherine Martin
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | | | - Shengda Huang
- Department of Physics, University of Miami, Coral Gables, FL, USA
| | - Tanja Stölzel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Neil Johnson
- Department of Physics, University of Miami, Coral Gables, FL, USA
| | - Udo Rudolph
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Lynn K. Perry
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Brett Laursen
- Department of Psychology, Florida Atlantic University, Davie, FL, USA
| | - Chaoming Song
- Department of Physics, University of Miami, Coral Gables, FL, USA
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van den Bedem NP, Willems D, Dockrell JE, van Alphen PM, Rieffe C. Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder: A longitudinal study. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12353] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | | | - Julie E. Dockrell
- Department of Psychology and Human Development Institute of Education, University College London London UK
| | | | - Carolien Rieffe
- Institute of Psychology Leiden University The Netherlands
- NSDSK Amsterdam The Netherlands
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Bottema-Beutel K, Kim SY, Crowley S. A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Res 2018; 12:152-175. [DOI: 10.1002/aur.2055] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/01/2018] [Accepted: 11/06/2018] [Indexed: 02/04/2023]
Affiliation(s)
| | - So Yoon Kim
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
| | - Shannon Crowley
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
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28
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van den Bedem NP, Dockrell JE, van Alphen PM, Kalicharan SV, Rieffe C. Victimization, Bullying, and Emotional Competence: Longitudinal Associations in (Pre)Adolescents With and Without Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:2028-2044. [PMID: 29998317 DOI: 10.1044/2018_jslhr-l-17-0429] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2017] [Accepted: 04/06/2018] [Indexed: 05/11/2023]
Abstract
PURPOSE Victimization is a common problem for many children but is exacerbated for children with a developmental language disorder (DLD). However, the severity of communication problems does not explain their victimization rates. In children without DLD, difficulties with emotional competence are a risk factor for victimization and also increase the risk of bullying. In this longitudinal study, we examined the extent to which the level and development of emotional competence (understanding of one's own emotions and levels of anger, sadness, and fear) contributed to the prediction of victimization and bullying in children with and without DLD, over and above the type and severity of communication problems of children with DLD. METHOD Clinically referred youngsters (8-16 years old) with (n = 112; 48% girls, 52% boys) and without (n = 233; 58% girls, 42% boys) DLD completed self-reports 3 times over an 18-month period. Parents of children with DLD reported on their children's communication problems. RESULTS Participants with DLD reported more victimization but comparable levels of bullying behavior compared with peers without DLD. Higher levels of sadness and fear were risk factors for more victimization in both groups. Better understanding of one's own emotions had a larger effect on less victimization in children with DLD, independent of their communication problems. In addition, increased levels of anger and lower levels of understanding of one's own emotions explained more bullying in both groups. CONCLUSION Outcomes indicate that secondary difficulties in emotional competence in children with DLD make these children more vulnerable to victimization and warrant specific support and interventions.
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Affiliation(s)
| | - Julie E Dockrell
- Department of Psychology and Human Development, Institute of Education, University College London, United Kingdom
| | | | | | - Carolien Rieffe
- Developmental Psychology, Leiden University, the Netherlands
- Nederlandse Stichting voor het Dove en Slechthorende Kind, Amsterdam, the Netherlands
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