Habilidades sociales en preadolescentes con trastorno específico del lenguaje

Valera-Pozo, Mario; Buil‐Legaz, Lucía; Rigo-Carratalà, Eduardo; Casero-Martínez, Antonio; Aguilar‐Mediavilla, Eva

doi:10.1016/j.rlfa.2015.03.002

Cited by 7 publications

(5 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, the DLD diagnostic criterion is defined as a persistent language delay not resolved at age five, which affects everyday life communication and/or learning, without the presence of a medical condition, such as brain injury, genetic conditions or chromosome disorders, hearing loss, autism spectrum disorders or intellectual disability. Not only does DLD affect a person's everyday life communication, but also many aspects related to it, such as social skills, leadership or adaptive skills that finally could affect their quality of life [4][5][6][7]. For instance, individuals with DLD display worse performance on different social and adaptive situations and they use more inappropriate conflict resolution strategies compared to typically developing persons [8].…”

Section: Introductionmentioning

confidence: 99%

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Valera-Pozo,

Adrover-Roig,

Pérez-Castelló

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.

show abstract

Section: Introductionmentioning

confidence: 99%

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Valera-Pozo,

Adrover-Roig,

Pérez-Castelló

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…On the other hand, making interventions can raise the level of social skills, which would be beneficial for adolescent development. In [10], the authors showed that adolescents are normally receptive to new ideas, and are eager to take full advantage of their growing capacity to make decisions; their curiosity and interest lead to a great openness to new possibilities and among them could be considered relating to their peers. Engaging in positive and constructive activities offers opportunities to build relationships with adults and peers.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding social skills in its dimension, initiating positive interactions with the opposite sex in adolescents from the educational institution 3049 Imperio del Tahuantinsuyo-Independencia 2019, the medium level prevailed followed by the low and high [10]. This dimension qualifies the ability of the individual to relate, interact with the opposite sex.…”

Section: Discussionmentioning

confidence: 99%

Social Skills and Resilience in Adolescents of an Educational Institution in North Lima, 2019

Sifuentes-Gomez¹,

Vega-Davila²,

Flores-Paz³

et al. 2020

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

“…En torno a las facultades y capacidades que intervienen en la interacción social, es decir, las habilidades sociales, han surgido en el siglo XXI innumerables estudios (Morales, 2017;Müggenburg, Rivero-Rosas, & Juárez-García, 2016;Valera-Pozo, Buil-Legaz, Rigo-Carratalá, Casero-Martínez, & Aguilar-Mediavilla, 2016;Salvador, De la Fuente & Álvarez, 2009;Eceiza, Arrieta, & Goñi, 2008) y una extensa difusión de obras (De la Cruz, 2013;Roca, 2005; De la Paz, Monjas, & Benito, 2000;Gismero, 2000;Gil & León, 1998).…”

Section: Habilidades Sociales En Adolescentesunclassified

Habilidades sociales según edad y sexo en adolescentes de una institución educativa pública de Arequipa

Momentum¹

2021

Educ. Moment.

View full text Add to dashboard Cite

La capacidad de establecer relaciones interpersonales satisfactorias y solucionar problemas sociales y emocionales implica para los adolescentes poseer habilidades sociales básicas, avanzadas e instrumentales, que es necesario indagar y analizar para ver si existen diferencias con respecto a la edad y el sexo. Con la finalidad de aportar evidencia empírica al respecto, se evaluó a doscientos treinta estudiantes del 1.o al 5.o grado de educación secundaria, cuyas edades son de doce a diecisiete años, de ambos sexos, de una institución educativa publica de la ciudad de Arequipa. El instrumento utilizado fue la Lista de Chequeo de Habilidades Sociales de Goldstein. Los resultados indican un nivel promedio de habilidades sociales y diferencias estadísticamente significativas de TE, pequeño en la dimensión planificación, donde las mujeres presentan puntajes más altos que los varones. Con respecto a la edad se obtuvieron correlaciones significativas positivas débiles con las primeras habilidades sociales (habilidades sociales básicas) y con las habilidades sociales en general.

show abstract

Habilidades sociales en preadolescentes con trastorno específico del lenguaje

Cited by 7 publications

References 12 publications

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Social Skills and Resilience in Adolescents of an Educational Institution in North Lima, 2019

Habilidades sociales según edad y sexo en adolescentes de una institución educativa pública de Arequipa

Contact Info

Product

Resources

About