Family and child influences on the peer‐related social competence of young children with developmental delays

Abstract

Young children with developmental (cognitive) delays experience unusual difficulties in establishing relationships with their peers and developing friendships. A conceptual model of children's peer-related social competence is presented by identifying information-processing and emotional regulation processes governing the production of social strategies occurring during social tasks. Contemporary family factors and children's cognitive, communicative, and behavioral characteristics that influence the development of these processes are discussed and form the framework for designing intervention programs to promote children's peer-related social competence. The interplay between the fields of child development and developmental disabilities is emphasized.

Family Interactions and Developmental Risk Associated With Early Cognitive Delay: Influences on Children’s Behavioral Competence

“…Cohesion and organization are typically associated with better social competence and peer relationships (Feldman & Masalha, 2010; Johnson et al, 1999); however, developmental period is rarely considered among the important determinants or contexts for understanding family process. During the transition to school period, children are facing increased communication demands from teachers and peers, and peers are beginning to play a more central role in children’s social development (Guralnick, 1999). Interactions with families certainly differ from interactions in the classroom and with peers, but similarities are apparent as well.…”

Peer-Related Social Competence of Young Children With Down Syndrome

“…Equally important is the potential for these factors, as they interact with one another in different contexts, to inform intervention efforts. Contemporary approaches to the study of peer-related social competence focusing on children with developmental delays and related disabilities now include many of these risk and protective factors in their models (Guralnick, 1999; Yeates et al, 2007). Taken together, the outcome of this process may well be a more precise understanding of the behavioral phenotype for the domain of social development for children with Down syndrome as well as for other defined subgroups, a better grasp of the social development of these children and the mechanisms involved, and a more effective set of interventions.…”

“…However, recent research relevant to the social competence of children with Down syndrome suggests vulnerabilities in precisely those processes closely associated with children’s peer-related social competence (see Crick & Dodge, 1994; Guralnick, 1999; Yeates, et al, 2007). Specifically, in studies employing various comparison groups, including typically developing children matched on chronological age, mental age, or language level, children with Down syndrome display substantial difficulties with respect to various aspects of social understanding and associated socio-cognitive skills (Cebula & Wishart, 2008; Wishart, 2007; Wishart, Cebula, Willis, & Pitcairn, 2007).…”

“…In the main portion of the study, focal children from each of the three groups were paired with typically developing playmates matched on chronological age and gender. These dyads were then observed in a series of laboratory observations designed to evaluate children’s entry into play and their ability to maintain that play -- key elements of socially competent functioning with peers (Guralnick, 1999; Putallaz & Wasserman, 1990). For each focal child, information was obtained for a range of peer interaction measures.…”

Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays

“…2005). Specifically, parenting has been shown to be related to the adaptive behaviour domains of socialisation (Guralnick 1999) and daily living skills (Smith et al . 1996) in children with DD.…”