Social Adjustment of Children
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This study examined the social adjustment of 264 third grade students with and without learning disabilities in integrated classrooms. Students' social status, friendships, and self-perceptions of social acceptance were measured through peer nominations, identification of reciprocal friendships, and self-reports. Results showed that most children with learning disabilities were well socially integrated - they received positive nominations from classmates at rates similar to children without disabilities. While boys with disabilities received more negative nominations than girls without disabilities, having at least one friend was more important to self-perception than overall popularity. The study suggests that children with learning disabilities can be well socially adjusted in inclusive classrooms.
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Emotional Intelligence. What is it and why you want it. Ham chamber HR comm ...Kathy Popaleni, M.A., Q.Med
This document discusses emotional intelligence and conflict management. It covers key aspects of emotional intelligence like self-awareness, self-control, empathy, and social expertise. Emotional intelligence involves managing oneself and one's relationships through understanding and regulating emotions. Research shows emotional intelligence relates to success in employment, leadership, health, and business performance. Hiring and training can develop emotional intelligence competencies which are important for workplace culture, relationships, and results.Motivation and social adjustment
1. Maturation involves developing the capacity for warmth, intimacy, and an expanded sense of self, while social adjustment requires coping with new social standards and values.
2. Social adjustment involves forming perceptions of others based on their behaviors and attributes, which guides our interactions and relationships with them.
3. Social maturity develops over time through exposure to socially mature individuals and striving to meet the expectations of important social groups like family and peers. It involves gaining self-control, appropriately handling stress, and understanding one's social roles.
Adjustment
The document discusses adjustment and maladjustment. It defines adjustment as the process by which a living organism maintains balance between its needs and environmental influences. A well-adjusted person meets challenges with intelligence, respect, adequate aspirations, and a balanced life philosophy. Maladjustment occurs when a person cannot satisfy biological, psychological or social needs, resulting in an imbalance between personal needs and social expectations. Characteristics of maladjustment include withdrawal, shyness, anxiety, delusions, aggression, tension, and emotional disturbance.
Adjusting entries
Adjusting entries are used to match expenses and revenues to the correct accounting period. There are two types of adjustments - accruals and deferrals. Accruals recognize revenues or expenses that were earned or incurred in the current period but not yet recorded, like accrued interest. Deferrals move revenues or expenses that were already recorded to the proper period, like prepaid insurance being moved to the period of coverage. Adjusting entries are journal entries posted to the general ledger at the end of each period to ensure accurate financial reporting.
Chapter 4: Evaluating the curriculum
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
Evaluating the Curriculum
The document discusses evaluation as both a process and a tool for curriculum development. As a process, evaluation follows procedures based on models and frameworks to achieve desired results. As a tool, evaluation helps teachers and implementers judge the worth and merit of programs, innovations, and curricular changes. The results of evaluation, whether as a process or tool, form the basis for improving the curriculum. The document then examines several evaluation models, including Bradley's effectiveness model and Tyler's objectives-centered model, which provide indicators and processes for evaluating curriculum elements and determining strengths and weaknesses.
M.a. sociology of edu.
This document discusses several sociological theories that are relevant to understanding education:
1) Functionalism views society as a system of interrelated parts that work together to maintain stability. Emile Durkheim argued that education perpetuates social homogeneity needed for society's survival.
2) Structural functionalism focuses on how social structures like the family and education system fulfill necessary functions.
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4) Symbolic interactionism examines how individuals interact and make meaning through symbols like language.
5) Open systems theory analyzes how education systems adapt in response to inputs from the external environment.
Adjusting Entries
An adjusting entry involves both an income statement account (revenue or expense) and a balance sheet account (asset or liability) to record unrecognized income or expenses for the period. There are two categories of adjusting entries: deferrals and accruals. Deferrals involve prepaid expenses, unearned revenue, and similar items. Accruals involve accrued expenses and accrued revenue. Important rules are that cash is never involved in adjusting entries and adjusting entries always involve a revenue or expense account.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
1 Sociology
1. Sociology is the scientific study of human society and social behavior, focusing on how social relationships influence people and how societies are established and change.
2. Early founders of sociology like Marx, Durkheim, and Weber developed sociological perspectives to understand social phenomena, and sociology continues to use theoretical frameworks like functionalism, conflict theory, and symbolic interactionism.
3. Sociology has both an academic focus on developing theories and knowledge, as well as an applied focus through clinical sociology which aims to use sociological insights to address social problems.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
Education today ppt
This document discusses challenges in India's present education system and ways to improve it. It notes that the current system emphasizes theoretical knowledge over practical skills. It also identifies issues like a lack of motivation to learn among youth, low teaching quality due to inexperienced teachers, problems with the reservation system, and insufficient infrastructure in schools. The document argues that addressing these challenges, such as improving teaching standards and infrastructure, could help students become more successful and help India continue developing as a country.
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Parenting Styles and Academic Performance of Senior High School Students
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
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Critically Evaluate The Role Of Three Different Cognitive
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PSYCH 7 Effects of Child Abuse on Adult Relationships.pptx
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JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docx
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
Self concept
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
Gender stereotypes
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
JIPED_22_1_2018_4-1-1.pdf
The study examined the relationship between parenting styles and self-regulation among university students in the Philippines. Statistical analyses showed that many freshmen (48%) and senior (44%) students reported their parents exhibited a negligent parenting style. While most freshmen had poor self-regulation (68%), most seniors had average self-regulation (56%), indicating other factors beyond parenting style likely influence the development of self-regulation in older students. The study suggests parenting style may not be the sole predictor of self-regulation, as seniors were more regulated despite having negligent parents, likely due to other influences such as self-determination.
Anti Social Behavior, Prison Condition and the Development of Stable Personal...
This study was based on antisocial behaviour, prison conditions and their influence on the development of a stable identity among child prisoners, in other to investigate this aspect, it lead to the formation of items to investigate aspects of prison conditions and how they influence the formation of a stable identity of child prisoners. This therefore led to the formation of the research question anti social behaviours and prison conditions influence the building of a stable identity of child prisoners. From these, five objectives were generated from the following indicators, overcrowded nature of prisons, health care service, physical and sexual abuse, solitary confinement, and social support. A sample of 40 was used for the study from two prisons in the south west region of Cameroon and the purposive sampling techniques was used to select the participants. The instrument used for the collection of data was a questionnaire which composed of a likert scale section and an open ended section. And for this study a survey design was used and data was analysed using descriptive statistic, mean estimation and thematic analysis. Using the percentages of statistical data, Findings revealed that the overcrowded prisons, physical and sexual abuse, solitary confinement, and social support could all negatively influence the formation of stable identity among child prisoners while health care service could not be link directly to a negative effects. Lyonga Marlvin Njie | Joseph Lah Lo-ol "Anti-Social Behavior, Prison Condition and the Development of Stable Personality by Minor Prisoners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31748.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31748/antisocial-behavior-prison-condition-and-the-development-of-stable-personality-by-minor-prisoners/lyonga-marlvin-njie
Aiou Solved Assignment Spring 2020
1. Family factors like parenting styles, temperament, and family functioning can influence a child's behavioral development and risk for disorders like aggression. Difficult infant temperament may interact with harsh parenting to increase risk, though the direction of effects is debated.
2. Rehabilitation professionals play an important role in providing vocational rehabilitation services to disabled individuals who have the ability to work. These services include education, job training, and skills development to help participants obtain and maintain employment. Requirements include having a disability that limits employment and meeting age standards. Programs must meet regulatory standards to ensure legitimate, high-quality services are provided.
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JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docx
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docx
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL
Anti Social Behavior, Prison Condition and the Development of Stable Personal...
Anti Social Behavior, Prison Condition and the Development of Stable Personal...
Social Adjustment of Children
- 1. Social Adjustmentof ChildrenWithandWithoutLearningDisabilitiesinIntegratedClassrooms Andre Aina Difficultiesinsocial adjustmentare frequentlynotedasprimarycharacteristicsof childrenwith learningdisabilities.Several researchstudies have revealedthatchildrenwithlearningdisabilitiesas comparedwiththeirpeerswithoutlearningdisabilitiesare lesslikelytobe acceptedandmore likelyto be rejected.Otherresearchfoundthatchildrenwithlearningdisabilitiesare notlessacceptedbutmore sociallyisolated.Examiningsocioeconomicstatusisone facetthat mayhindersocial adjustment. Anotherfactorof social adjustmentischildren'sperceptionof theirownsocial acceptance;whetherthe childthinkstheyare sociallycompetentandacceptediscritical totheirpersonal andsocial adjustment. A fewstudieshave examinedthe self-preceptionsof amongchildrenwithlearningdisabilitiesbuthave yieldedconflictedresult.The conclusion,sociometricstatus,reciprocal friendship, andself-perceptions of social acceptance are the three distinctyetinterrelatedaspectsof social adjustment. In thispresentstudy,the social adjustmentof childrenwithandwithoutlearningdisabilitieswas examinedinasettinginwhichbothgroups were integratedduringthe entire school dayforall instructional andnon-instructional activities.The participantsinthe studyconsistedof 264 3rd graders enrolledin5randomlyselectedelementaryschool classroomsfromsuburbanschool districtinthe mid- Atlanticregion.The average ratioof childrenwithlearningdisabilitiestochildrenwithoutlearning disabilitiesinthisclasseswas7 to20. The groupwithoutlearningdisabilitiesconsistedof 93 boys(77% white,23%black) and 106 girls(63% white 30% black 5% Asianand2% Hispanic).Teachersratedthe studentsbasedonsociometricstatusof eachchild'sfamilyona scale fromlow,middle andhigh.31%of the childrenwere foundtobe fromloweconomicstatusand69% were foundtobe from middle status.
- 2. The childrenwithlearningdisabilitieshadbeenidentifiedthroughmulti-disciplinaryteamsashaving learningdisabilitiesinaccordance withthe state criteriawhichcloselyresembledfederal criteria. Thisstudymeasuredthe several attributesconcerningsocial adjustments.Theymeasuredsocial statusin friendshipsusingpositive andnegative peernominationstomeasure social statuswhere childrenwere askedtoname 3 classmatesinresponse tothe twoquestions:"Whodoyoulike toplay gameswiththe most?"and "Who donot like toplaygameswith?".Thisstudyalsomeasuredfriendships as definedasreciprocal positive nominationswhere childrenmutuallynamedone anotheraspersons theywouldlike toplaywith.It'schild'sfriendshipscore consistedof the total numberof reciprocal choicesforeach child.The studyalsomeasuredself-perceptionsof social acceptance withthe use of a sub-scale of the self-perceptionprofile forchildrentodetermine the degree towhichchildrenfelt acceptedbytheirclassmates.Thisstudyalsomeasuredbehavioral ratingswiththe use of the teacher- childratingscale to examine behavioraldifferencesbetweensociallyadjustedchildrenwithlearning disabilitiesandothersociallyadjustedandnon-adjustedchildren. Resultsof the studyrevealedthatchildrenwithlearningdisabilitiesorgenerallywell it'ssocially integratedinthe classrooms.83%receivedpositivenominationsascomparedto(87% of the children withoutlearningdisabilities),67%had at leastone reciprocal positivenomination(ascomparedwith78 percentof the children) withoutlearningdisabilitiesand57% had at leastone reciprocal positive nominationwithaclassmate withoutlearningdisabilities.One significantstatistical anomaly wasgender because girlswithoutlearningdisabilitiesreceive fewernegativenominationsthantheirpeersthatwere girlswhohad learningdisabilities. The resultsof thisstudysuggestthat childrenwithlearningdisabilitiesparticularlyboysare well sociallyintegratedintoclassroomsweretheyare likelytobe acceptedbyclassmates,tohave friends, tendto see themselvesassociallyacceptedinclassroomsthatcontainamixture of childrenwithand
- 3. withoutlearningandbehavioral problems.Itseemsasthoughsucha mixture enhancesthe likelihood that childrenwithlearningdisabilitieswill be perceivedassimilartoothersintheirpeergroupwhichis likelytoincrease theiracceptance inthe crease rejectionbyclassmates.Itwasnoteworthythathavinga close friendismore importantforchildrenintermsof self-perceptionof social acceptance thanactually beinglikedbyseveral classmates.Overall acceptance orpopularityisthe statusvariable thatmayreveal little aboutachild'ssocial adjustmentorsupportof relations.Manychildrenwithlearningdisabilitiesin the studyperceive themselvesasbeingsociallyacceptedbecause theyhadat leastone friendintheir class.