Categorias de necessidades educacionais especiais enquanto preditoras de déficits em habilidades sociais na infância

Freitas, Lucas Cordeiro; Prette, Zilda Aparecida Pereira Del

doi:10.1590/1678-7153.201427406

Cited by 6 publications

(7 citation statements)

References 29 publications

(38 reference statements)

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“…The teachers' assessment coincides with what is found in the literature: students with disabilities have a social repertoire that falls short and have more problem behaviors (Dmitrieva et al, 2020 ;Freitas & Del Prette, 2014;Garrote, 2017;Jacobs et al, 2020;Lyons et al, 2016) which was verified through the results in the SSRS teachers version. Vlachou et al (2016) study reported that teachers indicated that students with intellectual disabilities had difficulties with peer relationships, assertiveness, self-control, and academic competence.…”

Section: Comparison Between Group 1 -Participants With Only the Diagn...supporting

confidence: 85%

“…Some of these students, in addition, have other diagnoses, such as neurodevelopmental disorders (attention-deficit/ hyperacitivity disorder, austism spectrum disorder) and disruptive, impuise-control, and conduct disorders (oppositional defiant disorder) (APA, 2013). According to Freitas and Del Prette (2014), different categories of disabilities and disorders are predictors of social skills deficits and present singularities among themselves.…”

Section: Introductionmentioning

confidence: 99%

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Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Silva,

Elias

2023

Psico-USF

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This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.

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Section: Comparison Between Group 1 -Participants With Only the Diagn...supporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Silva,

Elias

2023

Psico-USF

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“…Literature has shown that students with intellectual disabilities generally have a repertoire of social skills below expectations when compared to individuals with typical performance (Freitas & Del Prette, 2014;Rosin-Pinolla, Del Prette, & Del Prette, 2007). However, it is emphasized once again that, in this study, we did not make comparisons of the participants with the reference sample of the instruments (subjects with typical development), since our objective was to characterize the existing resources.…”

Section: Resultsmentioning

confidence: 99%

“…Literature has shown that individuals with intellectual disabilities have a low repertoire of social skills (Freitas & Del Prette, 2014;Garrote, 2017;Japundza-Milisavljevic, Djuric-Zdravkovic, & Macesic-Petrovic, 2010;Matson, Mayville, Lott, Bielecki, & Logan, 2003;Rosni-Pinolla, Del Prette, & Del Prette, 2007;Smith & Matson, 2010). Children with intellectual disabilities may have cognitive, perceptual, affective and motor impairments that hinder learning and the development of social skills.…”

Section: Introductionmentioning

confidence: 99%

Habilidades Sociais de Pais, Professores e Alunos com Deficiência Intelectual em Inclusão Escolar

SILVA

Elias

2020

Rev. bras. educ. espec.

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RESUMO: A Educação Inclusiva estabelece que os indivíduos com deficiências devem aprender junto a seus pares em escolas regulares. A socialização em ambiente inclusivo é uma importante ferramenta na aquisição de habilidades sociais, as quais são entendidas como um constructo descritivo de desempenhos individuais, que permitem ao sujeito lidar de maneira adequada em diferentes situações. Este estudo teve por objetivos caracterizar as habilidades sociais de alunos com deficiência intelectual matriculados em escolas regulares, assim como caracterizar as habilidades sociais educativas de pais e de professores. Trata-se de um estudo quantitativo, transversal e descritivo, que apresenta um recorte dos dados de uma pesquisa maior. Participaram 44 alunos, 42 responsáveis e 34 professoras. Os instrumentos utilizados foram o Social Skills Rating System (SSRS-BR), versão para pais e professores, o Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P) e o Inventário de Habilidades Sociais Educativas - Professores (IHSE-Prof.). As avaliações foram realizadas nas escolas. Os dados foram avaliados utilizando o programa estatístico JASP. Os resultados apontaram que Responsabilidade e Civilidade foram as habilidades dos alunos com maiores escores segundo professoras e responsáveis, respectivamente; nas demais classes de habilidades, os responsáveis atribuíram maiores escores do que os professores. Quanto às Habilidades Sociais Educativas, os responsáveis apontaram dificuldades, sendo classificados como clínicos; e as professoras foram classificadas como acima da média nessas habilidades. Os achados apontam a importância de programas de intervenção para a promoção de habilidades sociais no contexto da Educação Inclusiva.

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“…A competência social traduz-se como um constructo multidimensional que abrange a capacidade de o indivíduo organizar pensamentos, sentimentos e ações em função dos seus objetivos e valores (Lemos & Meneses, 2002). As habilidades sociais são os comportamentos que contribuem para a competência social do indivíduo (Freitas, 2011).Logo, um desempenho competente requer do indivíduo uma combinação de diferentes esferas de habilidades sociais (Braz, 2013).…”

Section: Competências Sociaisunclassified

Consumo de substâncias psicoativas nos jovens universitários... : Qual a realidade?

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Categorias de necessidades educacionais especiais enquanto preditoras de déficits em habilidades sociais na infância

Cited by 6 publications

References 29 publications

Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities

Habilidades Sociais de Pais, Professores e Alunos com Deficiência Intelectual em Inclusão Escolar

Consumo de substâncias psicoativas nos jovens universitários... : Qual a realidade?

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