Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers’ perceptions of their social adjustment

Baurain, Céline; Nader-Grosbois, Nathalie; Dionne, Carmen

doi:10.1016/j.ridd.2013.03.022

Cited by 18 publications

(8 citation statements)

References 61 publications

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“…As Table 3 shows, calculated F for variables mean scores in the two experimental and control groups (with control pre-test) was significant at the 1% level of error; so the null hypothesis was rejected and it can be concluded with 99% confidence that the rational emotional behavior group therapy is effective on improving the overall adjustment (F (1,27) = 15.02, P = 0.001, η P 2 = 0.46) and its components, including emotional adjustment (F (1,27) = 17.21, P = < 0.001, η P 2 = 0.38), social adjustment (F (1,27) = 46.70, P = < 0.001, η P 2 = 0.63) and educational adjustment (F (1,27) = 16.65, P = < 0.001, η P 2 = 0.38) among students.…”

Section: Resultsmentioning

confidence: 98%

“…In the recent years the relationship between adjustment and different variables was studied (e.g. hidden curriculum (24), selfregulation (25), academic performance (26), mentally retarded children and children with normal growth (27), and with vision loss (28)). The results of this test were consistent with the results of studies that examined therapy or group training with different approaches in order to influence adjustment through the intervention (29)(30)(31) and the answer given to the hypothesis was confirmed by other studies.…”

Section: Discussionmentioning

confidence: 99%

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The Role of Rational Emotive Behavioral Therapy on Students Adjustment

Hamidi¹,

Paidar²,

Mohammadi³

2016

Int J School Health

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Background: Adjustment is one of the factors that promote mental health and academic achievement of students. Objectives: This study examined the role of rational emotive behavior therapy on adjustment among high school male students of Bostan-Abad city. Methods: The method was experimental and the statistical population included all 2nd and 3rd grade high school students of the city of Bostan-Abad enrolled in the academic year 2014 to 2015, that were estimated as 680 students. To select the sample, the adjustment inventory for school students (AISS Singh Sinha, 1993) was completed by 150 students, of whom 30 students met the required conditions, and were divided randomly to two groups (15 in the experimental and 15 in the control group). Rational emotive behavior therapy was conducted during eight sessions. Results: After entering the data into the SPSS20 software, the data were analyzed using analysis of covariance (ANCOVA), which showed that after the intervention, the relationship among general adjustment and its components in the control and experiment group was significant (P < 0.01). In this regard, Rational Emotive Behavior therapy enhances the overall adjustment (F(1, 27) = 15.02, P

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Section: Resultsmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

The Role of Rational Emotive Behavioral Therapy on Students Adjustment

Hamidi¹,

Paidar²,

Mohammadi³

2016

Int J School Health

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“…Baker and Crnic (2009) and Green and Baker (2011) found that, compared to mothers of children with TD, mothers of children with ID think that their children have significantly fewer social skills. However, other studies (Baurain, Nader-Grosbois, & Dionne, 2013;Malone, 2007) indicated that mothers and teachers do not think that children with ID are less competent in terms of social adjustment than children with TD.…”

Section: Social Adjustmentmentioning

confidence: 98%

Parental Socialization of Emotion: Differences in Mothers of Children with and without Intellectual Disability

Légaré¹,

Morin²,

Poirier³

et al. 2019

PSYCH

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Children with intellectual disabilities (ID) present developmental deficits in socio-emotional competencies compared to same-aged children with typical development (TD). Parents play a crucial role in fostering the socio-emotional development of their children, yet, few studies have investigated the socialization of emotion by parents of children with ID. In the current study, 34 mothers of children with ID and those with children with TD (40) completed questionnaires and were compared on their socialization of emotion, and on their perceptions of their child's socio-emotional competencies. No differences were found in the socialization of emotion between mothers of children with ID and those of children with TD; however mothers of children with ID were more likely to perceive their children as having fewer socio-emotional competences. Given these findings, programs designed to improve socio-emotional competences could benefit children with ID.

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“…In contrast, more recent research shows how people with ID have good paralinguistic abilities in adjusting or moderating their behavior to socio-emotional requirements. These skills are understood as components of non-verbal communication, which includes phonetic units, facial expressions, corporal gestures, hand gestures, etc., and are used directly to facilitate communication [ 19 ], thereby achieving better adaptability to the social skills required by context than that shown by people without ID [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Body Expression-Based Intervention Programs for Persons with Intellectual Disabilities: A Systematic Review

Lirola

Ruíz-Rico

Hernández-Rodríguez

et al. 2020

IJERPH

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The benefits of physical exercise on human health are widely known. However, the level of physical activity in the majority of the population is considered insufficient. People with intellectual disabilities (ID), in particular, show this lack of physical activity to a greater extent. It has been noted that the promotion of activities focused on corporal expression (CE) stimulates the motivation to carry out physical exercise in this population group. The aim of this study was to carry out a systematic review of the last ten years of CE programs carried out in people with ID. The criteria established in the PRISMA statement were followed in the literature search. The databases consulted were Scopus, Web of Science, Pubmed, PsycInfo and Elton B. Stephens Company (EBSCO). Eight exclusion criteria were established for the selection of articles. For the analysis of the selected research, three quality criteria for interventions were established. Subsequently, a summary table with the characteristics of each study was made. In conclusion, it can be stated that CE programs in people with ID report benefits at both physical and psychosocial levels. It is necessary to extend this approach for the promotion of healthy physical activity that advocates social inclusion.

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Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers’ perceptions of their social adjustment

Cited by 18 publications

References 61 publications

The Role of Rational Emotive Behavioral Therapy on Students Adjustment

The Role of Rational Emotive Behavioral Therapy on Students Adjustment

Parental Socialization of Emotion: Differences in Mothers of Children with and without Intellectual Disability

Body Expression-Based Intervention Programs for Persons with Intellectual Disabilities: A Systematic Review

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