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Yuenjung Joo – ProQuest LLC, 2024
Children's peer-related social skills in early childhood set the stage for school readiness, social competence, and lifelong well-being. Preschoolers spend most of their classroom time in free choice, offering substantial opportunities for learning experiences that facilitate peer interactions that support social development. Yet, little is known…
Descriptors: Teacher Student Relationship, Interaction, Peer Influence, Social Behavior
Joe Olsen; Debbie Andres; Nicolette Maggiore; Charles Ruggieri – Physical Review Physics Education Research, 2023
Understanding how relationships between instructors and students develop is important for understanding the undergraduate student experience. We expect the development of positive relationships is related to the social practices (e.g., greetings, using names, sympathizing, or empathizing with students) that instructors use in the course of normal…
Descriptors: Undergraduate Students, Teaching Assistants, Interaction, Social Behavior
Jungmin Lee – ProQuest LLC, 2022
My study contributes to the literature that examines diverse issues pushing back on and expanding Social and Emotional Education in elementary school contexts. Schools and educational institutions require more attention and responsibility to promote students' social, emotional, and relational lives. In my dissertation, I paid particular attention…
Descriptors: Elementary School Students, Interaction, Grade 1, Peer Relationship
Alwahbi, Abdullah A. – Education and Training in Autism and Developmental Disabilities, 2023
Joint action routine (JAR) was implemented to help a 10-year-old student with autism spectrum disorder (ASD) improve his social skills. The implementation of JAR involved incorporating several elements into group activities. These elements included establishing a meaningful theme for the activities, assigning simple and reciprocal roles to the…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Social Behavior, Intervention
Tsao, Ling-Ling – Child & Youth Care Forum, 2020
Background: The feasibility of using typically developing siblings as social interaction intervention agents has been suggested in the literature addressing interactions and relationships between children with disabilities and their siblings. However, the outcomes are not completely understood. Objective: This study evaluated an intervention that…
Descriptors: Sibling Relationship, Siblings, Males, Interaction
Asik-Ozturk, Manolya; Ahmetoglu, Emine; Acar, Ibrahim H. – Early Child Development and Care, 2021
The purpose of this study was to investigate the contributions of children's social competence, aggression, and anxiety to their play behaviours with peers. A total of 149 preschoolers aged 36-73 months (M = 54.6 months, SD = 0.99; 50.3% girls) and their 46 teachers in Turkey recruited for the current study. Teachers reported on children's social…
Descriptors: Preschool Children, Interpersonal Competence, Aggression, Anxiety
Chen, Yu-Lun; Martin, Wendy; Vidiksis, Regan; Patten, Kristie – International Journal of Developmental Disabilities, 2023
Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school…
Descriptors: Adolescents, Students with Disabilities, Inclusion, Student Interests
Keifer, Cara M.; Mikami, Amori Yee; Morris, James P.; Libsack, Erin J.; Lerner, Matthew D. – Autism: The International Journal of Research and Practice, 2020
Deficient social communication and interaction behaviors are a hallmark feature of individuals with autism spectrum disorder. These social communication and interaction deficits potentially stem from problems with explicit social cognition (i.e. processes that are controlled and largely conscious) as well as with implicit social cognition (i.e.…
Descriptors: Autism, Pervasive Developmental Disorders, Social Behavior, Social Cognition
Morrisey, Marcus Neil; Reed, Catherine L.; McIntosh, Daniel N.; Rutherford, M. D. – Journal of Autism and Developmental Disorders, 2018
Human actions induce attentional orienting toward the target of the action. We examined the influence of action cueing in social (man throwing toward a human) and non-social (man throwing toward a tree) contexts in observers with and without autism spectrum condition (ASC). Results suggested that a social interaction enhanced the cueing effect for…
Descriptors: Cues, Social Behavior, Autism, Pervasive Developmental Disorders
Stormie Lee; Jenn Gallup; Celal Perihan; Howard Fan – Educational Research: Theory and Practice, 2024
Individuals diagnosed with autism spectrum disorder (ASD) remain underrepresented in many core classes such as mathematics and science due to common characteristics that affect social interactions, behaviors, learning abilities, and communication. According to the DSM-5-TR (2013), a deficit in social communication, social reciprocity, and…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Peer Relationship, Intervention
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; von Suchodoletz, Antje – International Journal of Research & Method in Education, 2020
The present study aimed to investigate the associations between teachers' observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children's…
Descriptors: Preschool Children, Emotional Response, Classroom Environment, Preschool Teachers
Rebecca J. Bulotsky-Shearer; Tracy M. Carter Clopet; Amanda P. Williford; Pilar Alamos; Sadie Hasbrouck – Topics in Early Childhood Special Education, 2023
Best practices in early childhood include using measures to identify children's social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of…
Descriptors: Preschool Children, Interaction, Peer Relationship, Teacher Student Relationship
Beth Clavenna-Deane; Mary Pearson; Blake Hansen – Journal of the American Academy of Special Education Professionals, 2020
This study evaluated the effectiveness of a social communication intervention for improving the social skills and employability of four adolescents with Autism Spectrum Disorders (ASD). A multiple baseline across participants design was used to investigate the effectiveness of social communication skill development on equitable exchange in social…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Communication Skills
Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Higgins, Susan; Buzhardt, Jay; Walker, Dale; Jia, Fan; Irvin, Dwight – Journal of Early Intervention, 2021
Measures of young children's social development are needed in the Multi-Tier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants' and toddlers' social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the…
Descriptors: Infants, Toddlers, Social Indicators, Child Development
Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Higgins, Susan; Buzhardt, Jay; Walker, Dale; Jia, Fan; Irvin, Dwight – Grantee Submission, 2021
Measures of young children's social development are needed in the MultiTier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants' and toddlers' social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the…
Descriptors: Infants, Toddlers, Social Indicators, Child Development