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1. Social Interaction and Repetitive Motor Behaviors (EJ797495)
Author(s):
Loftin, Rachel L.; Odom, Samuel L.; Lantz, Johanna F.
Source:
Journal of Autism and Developmental Disorders, v38 n6 p1124-1135 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Autism; Intervention; Social Behavior; Interpersonal Competence; Motor Reactions; Self Management; Behavior Change
Abstract: Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants' repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Perceived Density, Social Interaction and Morale in New South Wales Rural Communities (EJ796037)
Argent, Neil
Journal of Rural Studies, v24 n3 p245-261 Jul 2008
Journal Articles; Reports - Evaluative
Descriptors: Rural Population; Interpersonal Relationship; Morale; Rural Areas; Community Responsibility; Economic Opportunities; Leadership; Population Distribution; Self Esteem; Social Isolation; Educational Opportunities; Foreign Countries
Abstract: This paper explores the relationships between population density, social interaction patterns, and morale in rural communities. It tests two apparently competing hypotheses concerning rural population density, social interaction patterns and overall levels of morale: one, that low (and rapidly declining) rural densities lead to feelings of isolation and low morale in response to contractions in local social interaction networks; or two, that communities facing the demographic scenario just provided might provide more social space for individuals to assume leadership roles, thereby developing their self-confidence. This situation could be expected to produce higher levels of morale and satisfaction with community life. Drawing upon quantitative and qualitative survey research conducted within the social catchment areas of three contrasting rural New South Wales (Australia) communities, the paper finds that some of the key hypotheses of "manning theory" are confirmed: declining population densities can open up space for previously less self-confident individuals to assume important public roles. However, while overall levels of community morale are high across all three communities, regardless of population density, there is also obvious dissatisfaction in the community of greatest density decline with the declining local educational and economic opportunities, and the increasingly concentrated burden of community responsibility. This suggests that "rate of change" in actual measured density, and in perceived density, may be more influential than the "level" of density in affecting community morale. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Social Interaction and Participation: Formative Evaluation of Online CME Modules (EJ807166)
Guan, Jianfei; Tregonning, Sarah; Keenan, Louanne
Journal of Continuing Education in the Health Professions, v28 n3 p172-179 Sum 2008
2008-00-00
Descriptors: Medical Education; Student Attitudes; Formative Evaluation; Physicians; Interpersonal Relationship; Interaction; Foreign Countries; Professional Continuing Education; Participation; Computer Mediated Communication; Discussion (Teaching Technique); Motivation; Group Discussion; Peer Relationship; Time Factors (Learning); Teaching Methods; Attitude Measures
Abstract: Introduction: This exploratory study examines Canadian physicians' participation in online social activities and learning discussions, perceptions of online social closeness, barriers and motivators to participation, and perceptions of the impact of course duration and face-to-face meetings on learning. Methods: Formative evaluations were administrated to physicians participating in two online continuing medical education (CME) courses. Responses were recorded and calculated by the Blackboard Learning System[TM]. Content analysis was used to categorize comments and identify influencing factors. Online postings were counted to measure participation in the learning activities. Results: The participation rate of 158 physicians and 10 facilitators in online social activities was very low. Forty-five percent of responding participants reported that more time for discussion would help them learn more; 62% stated that the initial face-to-face meeting helped improve online social relations and increase peer interactions online. Thirty-five percent of respondents reported participating in online social activities, while 29% had no time to do so, and 18% were not interested in doing so. Thirty-five percent felt closer or more connected to their peers after two discussion sessions; 11% did not feel closer because of their low participation; and 16% did not feel closer because of inadequate peer interaction. On the two evaluations, 49% and 22% of respondents, respectively, perceived lack of time and social bonding as major barriers to participating in learning discussion. Discussion: Lack of time and peer response were given as the main reasons for low participation in social activity and learning discussions. Time and social bonding were major barriers to learning discussion. Course usefulness and participants' desire, commitment, and time management skills helped overcome barriers. Facilitators needed training in online systems and facilitation skills. Longer course duration and realistic pacing would probably foster more social interaction and greater course participation. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. E-Learning and the Transformation of Social Interaction in Higher Education (EJ799337)
Slevin, James
Learning, Media and Technology, v33 n2 p115-126 Jun 2008
2008-06-00
Descriptors: Higher Education; Interpersonal Relationship; Interaction; Educational Environment; Teaching Methods; Educational Technology; Theory Practice Relationship; Technology Integration; Educational Change; Educational Trends; Social Theories; Interpersonal Communication; Computer Mediated Communication; Online Courses; Teacher Role; Problems
Abstract: This article examines the way in which e-learning is transforming the nature of social interaction in higher education. In this new educational environment, radical societal transitions and the opportunities afforded by modern communication technologies together produce formidable challenges. Significant as these challenges may be, concentration upon problems of a practical kind draws attention away from the more theoretical concerns in understanding e-learning. By drawing together developments in social, educational and communicational theory and Gilly Salmon's hands-on approach to teaching and learning online, this article reveals some unintended consequences: e-moderation and the use of e-tivities may perpetuate the very conditions that limit our chances of dealing successfully with the challenges posed by e-learning. While theory may muddle what might otherwise be communicated meaningfully to those in search of practical answers, theoretical developments provide concepts and frameworks that can be placed in the service of a critical understanding of e-learning and the transformation of social interaction in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Effects of Forward Chaining and Contingent Social Interaction on the Acquisition of Complex Sharing Responses by Children with Autism (EJ796689)
DeQuinzio, Jaime Ann; Townsend, Dawn Buffington; Poulson, Claire L.
Research in Autism Spectrum Disorders, v2 n2 p264-275 Apr-Jun 2008
Descriptors: Stimuli; Autism; Interpersonal Relationship; Interaction; Interpersonal Competence; Children; Play; Behavior Modification; Pretests Posttests; Toys
Abstract: Children with autism have deficits in social interaction, including the failure to engage in sharing responses. Four children with autism were taught a sharing response chain. The treatment package (manual guidance, auditory prompts, and contingent access to toy play and social interaction with the recipient instructor) was introduced successively across participants in a multiple-baseline design. None of the participants engaged in the sharing response chain during baseline. Systematic increases in responding occurred for all four participants in the presence of training stimuli. In addition, there were systematic increases in responding to non-trained probe stimuli. Also, during pre- and post-test measures, the participants demonstrated sharing in the presence of peers in a non-training classroom containing non-trained toys. Furthermore, social validity measures indicated that judges scored more post-treatment responses than baseline responses as "sharing." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Reflections on J.V. Wertsch's "From Social Interaction to Higher Psychological Processes," "Human Development," 1979 (EJ787122)
Saxe, Geoffrey B.
Human Development, v51 n1 p80-89 2008
Journal Articles; Opinion Papers
Descriptors: Social History; Investigations; Interpersonal Relationship; Genetics; Foreign Countries; Problem Solving; Bayesian Statistics; Knowledge Representation; Psychological Characteristics; Methods Research; Cognitive Processes; Individual Development
Abstract: In his 1979 "Human Development" article reprinted in this anniversary issue, James Wertsch presented an approach to genetic analysis of the shifting regulation of problem-solving behavior in early childhood. In my reflections on Wertsch's seminal contribution, I discuss ways that subsequent inquiry built upon ideas he elaborated in the 1979 article, using my own work as an illustrative case. One strand of my discussion focuses on method. Wertsch's treatment involved lab-based studies, and I discuss how, in my research on early number development, I coordinated laboratory methods similar to Wertsch's with field methods. The second strand broadens the scope of Wertsch's approach to genetic analyses. Wertsch presented a compelling case for the utility of genetic analysis in investigations of the emergence of forms of problem solving. I discuss the importance of extending genetic explanation by incorporating sociogenetic analysis of the reproduction and alteration of collective systems of representation in the social history of communities. As an illustration I present my research on numerical representations used by a remote Papua New Guinea cultural group. I conclude by considering the utility of a genetic analysis of collective forms of representation and the functions these forms serve, in ontogeny as well as in social history. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Effective Social Interaction Strategies for Inclusive Settings (EJ786733)
Terpstra, Judith E.; Tamura, Ronald
Early Childhood Education Journal, v35 n5 p405-411 Apr 2008
2008-04-00
Journal Articles; Reports - Descriptive
Descriptors: Disabilities; Young Children; Interpersonal Relationship; Interaction; Interpersonal Competence; Inclusive Schools; Mainstreaming; Peer Relationship; Play; Classroom Techniques
Abstract: Many strategies and interventions exist in the education of young children with disabilities. One area of intervention is that of social interaction, including social skills instruction, peer interaction strategies, and play skills. Interaction and social skill strategies for use with children with and without disabilities for the purpose of increasing social interactions between children with and without disabilities in educational settings is an area many educators of early childhood special education strive to find in an effective and easy to implement format. Several strategies from research are presented in this article. Only strategies that were demonstrated to be successful through reported research are discussed. Strategies are identified according to their ease of implementation and effectiveness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Nonverbal Social Interaction Skills of Children with Learning Disabilities (EJ784442)
Agaliotis, Ioannis; Kalyva, Efrosini
Research in Developmental Disabilities: A Multidisciplinary Journal, v29 n1 p1-10 Jan-Feb 2008
Descriptors: Nonverbal Communication; Learning Disabilities; Interpersonal Relationship; Interaction; Interpersonal Competence; Statistical Significance
Abstract: Many children with learning disabilities (LD) face problems in their nonverbal communication, which constitutes an important component of their social skills. This study explores the frequency of nonverbal initiations and responses of 36 children with LD and 36 children without LD matched for age and gender, who were observed for 40 min during the break. Younger and older children with and without LD did not differ significantly in their nonverbal responses, but there was a statistically significant difference in terms of younger children's nonverbal initiations. Younger children with LD exhibited significantly fewer nonverbal initiations than younger children without LD. Findings are discussed and suggestions are made for further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Caregiver Responsiveness and Social Interaction Behaviors of Young Children with Autism (EJ814280)
Ruble, Lisa; McDuffie, Andrea; King, Andrea S.; Lorenz, Doug
Topics in Early Childhood Special Education, v28 n3 p158-170 2008
Descriptors: Autism; Caregivers; Rating Scales; Interpersonal Relationship; Interaction; Parents; Young Children; Parent Child Relationship; Pervasive Developmental Disorders; Play; Evaluation Methods; Interpersonal Competence; Social Behavior; Child Behavior
Abstract: Although it is documented that parent interaction influences children's development, few studies have focused on methods for reliably assessing molar-level caregiver-child interactions that are used regularly in treatment evaluations in community-based settings, and none have targeted children with autism spectrum disorders. Thirty-five children and their caregivers participated in an outpatient evaluation for therapeutic treatment planning for children with autism spectrum disorders. Parent-child interactions (part of the routine evaluation) were coded immediately after a 10-minute free-play activity. Analyses indicated that molar-level caregiver interaction behaviors could be evaluated with good reliability. Correlational analysis of parent and child demographics with the quality of interactions revealed no significant relationships, consistent with previous research. However, an expected and significant concurrent association was observed between parent responsiveness, measured using the observational rating scale, and parents' reports of children's ability to initiate interactions with adults. Research on reliable, ecologically feasible methods of parent-child interaction assessment conducted in community-based settings may help translate evidence-based practices into real-world settings. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Interpersonal and Emotional Processes in Generalized Anxiety Disorder Analogues during Social Interaction Tasks (EJ797005)
Erickson, Thane M.; Newman, Michelle G.
Behavior Therapy, v38 n4 p364-377 Dec 2007
2007-12-00
Descriptors: Interpersonal Relationship; Interaction; Anxiety; Interpersonal Competence; Cognitive Processes; Emotional Response; Psychological Patterns; Comparative Analysis; Mental Disorders
Abstract: Persons with chronic worry and generalized anxiety disorder (GAD) report maladaptive social cognitions, interpersonal behaviors, and emotional regulation. Because research has neither investigated these processes in actual social situations nor explored whether they take heterogeneous forms, the present study provides the first attempt to do so in a laboratory investigation. GAD analogue participants and nonanxious controls interacted with confederates in an unstructured collaborative story construction task and an emotional disclosure task with standardized confederate behavior. In both tasks, relative to controls, some GAD analogues highly overestimated, whereas others markedly underestimated, their negative (Hostile-Submissive) interpersonal impact on confederates. Although GAD analogues, as a group, exhibited greater sad affect during disclosures than controls, their openness during disclosures and liking by confederates varied with their level of misestimation of negative interpersonal impact. Results underscore the need to further explore interpersonal processes in chronic worriers and how they may exacerbate or maintain dysfunction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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