Family-peer linkages for children with intellectual disability and children with learning disabilities

Abstract

Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7–11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children’s behaviors and peer acceptance, across all groups, mothers’ behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers’ controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers’ behaviors had mixed associations with the children’s actions, possibly because they were reactive to children’s unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

A Comparative Study of the Communication Profile of Typically Developing Children and Children with Receptive-Expressive Language Disorders: A Parental Perceptive

“…Across the domains in ID, PH domain exhibited the highest parental concerns. These results obtained were in contrast to the findings of Floyd and Olsen [ 39 ] who suggested the usage of fewer problem solving skills and less engagement in interactions by pre-schoolers with ID.…”

El lugar de la subjetividad de las madres en los procesos psicopedagógicos de niños con necesidades educativas especiales

“…Los estudios rastreados que involucran a la familia o a los cuidadores de NEE en su proceso de desarrollo, se enfocan principalmente en tres aspectos; el primero, revisa el apoyo que deben recibir los padres de niños o jóvenes diagnosticados con NEE (Oñate y Calvete, 2016;Pernas, 2011;Lillo, 2014;Fontana, Alvarado, Angulo, Marín y Quirós, 2009), en tanto se reconoce que la condición misma es generadora de estados de estrés permanentes, mayores a los que se pueden dar con el nacimiento de un niño que no tenga este tipo de diagnóstico. El segundo aspecto sobre el cual hallan interés los estudios, tiene que ver con las relaciones afectivas de los diferentes integrantes de la familia, incluyendo a los hermanos, con el niño con NEE y su importancia para el desarrollo psicosocial (Floyd & Olsen, 2017;Perenc & Pęczkowski, 2017). El último aspecto tratado en los estudios rastreados, reúne los sentires de algunos integrantes de familias con niños con NEE, frente a las implicaciones del cuidado (Herrera, 2015;Irazábal, 2016), las capacidades para recuperarse y reconstruirse después del diagnóstico (Oñate y Calvete, 2016), y sobre el tema de la inclusión de estos niños en los sistemas educativos (Benítez, 2014).…”

Features of Non-Verbal Communication of Children with Intellectual Disabilities and Differences from their Normatively Developing Peers

“…Thus, the use of non-verbal communication for many children remains the only option for the implementation of communication, and, ultimately, development. Consider some of the methods of nonverbal communication offered for working with children with severe speech impairments that remain with the impaired musculoskeletal system; combined impairment of intelligence and early childhood autism, et al [11][12][13].…”