Social-emotional behavior of preschool-age children with and without developmental delays
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Cited by (51)
Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders
2017, Research in Developmental DisabilitiesCitation Excerpt :The present study has the purpose of analyzing both social skills and behavior problems, in the same sample of preschoolers with ASD paired with a group of typically developing preschoolers, and from both parents and teachers’ perspective. It is well known that children with developmental delay are at risk for developing social, emotional and behavioral problems (Baker et al., 2003; Brassard & Boehm, 2007; Dykens, 2000; Eisenhower et al., 2005; Merrell & Holland, 1997). As is the case with other neurodevelopmental disorders, included in the ASD behavioral phenotypes are several at risk behaviors which have effects on family and care providers (Dykens, 2000; Eisenhower et al., 2005).
Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers' perceptions of their social adjustment
2013, Research in Developmental DisabilitiesCitation Excerpt :In addition, several authors observed that ID children show more antisocial behaviors or behavior problems at both home and school (Adams & Allen, 2001; Keogh, Bernheimer, Haney, & Daley, 1989; Zion & Jenvey, 2006). Merrell and Holland (1997) reported greater social skills deficits and problem behavior excesses in developmentally delayed preschoolers, in comparison with CA-matched TD preschoolers. The greatest inter-group difference appeared in social interactions, in socially withdrawn and isolated behavior patterns and independence skills.
How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?
2013, Research in Developmental DisabilitiesCitation Excerpt :As suggested by other studies, differentiating indirect from direct aggression and reactive from proactive aggression helps to nuance observations about social maladjustments in children with EB (Björkqvist et al., 1992; Renouf, Brendgen, Séguin, et al., 2010; Renouf, Brendgen, Parent, et al., 2010). In children with ID, more internalizing problems were observed than in TD children; this is consistent with the observation of withdrawn and isolated behaviors described by Guralnick (1999) and Merrell and Holland (1997). Our predictions (c) were confirmed about lower social adjustment in nearly all dimensions of social adjustment profiles in both atypical groups in comparison with TD children.
Parenting stress and interactive engagement behaviors in children with developmental delay
2023, Clinical and Experimental Pediatrics