Tag: Behavior

Three Key Factors to assist Children Avoid Social Rejection Identified

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Neurobehavioral researchers at Rush University center have found three key factors during a child’s behavior which will cause social rejection. The studies are an important step in developing scientifically sound screening tests and treatment planning for social-emotional learning difficulties. The results from the studies are published within the Journal of Clinical Child and Adolescent Psychology.

Findings from the pair of studies indicate that the power to select abreast of non-verbal cues and social cues in social interaction also as recognize the meaning and respond appropriately to them are key to helping children develop skills to take care of friendships and avoid a number of problems in later life.

A child who experiences social rejection is more likely to suffer from academic failure, drop out of faculty, experience depression or anxiety, and experiment with drugs.

“Children’s ability to develop positive peer relationships is critical to their well-being,” said Dr. Clark McKown, study PI and associate executive and director of research at the push Neurobehavioral Center. “Compared to children who are accepted by their peers, socially rejected children are at substantially elevated risk for later adjustment troubles.”

Researchers observed two groups of youngsters. One was a random sample of 158 children within the Chicago establishment. the opposite group was a random sample of 126 clinic-referred children.

The studies indicate that some children have difficulty learning on non-verbal or social cues.

According to McKown, “They simply don’t notice the way someone’s shoulders slump with disappointment, or hear the change in someone’s voice once they are excited, or absorb whether a person’s face shows anger or sadness.”

A second major factor is that some children may devour on non-verbal or social cues, but lack the power to connect aiming to them. The third factor is that the ability to reason about social problems.

“Some children may notice social cues and understand what’s happening, but are unable to try to to the social problem solving to behave appropriately,” said McKown.

A child who can absorb social cues, recognize their meaning and respond appropriately, and who is capable of “self- regulating,” or controlling behavior, is more likely to possess successful relationships.

“The number of youngsters who cannot negotiate of these steps, and who are in danger of social rejection, is startling,” said McKown.

Nearly 13 percent of the varsity age population, or roughly four million children nationwide, have social-emotional learning difficulties.

For some time, behavioral scientists have known the social costs related to this problem. Illinois is one among a couple of states which require school districts to assess and monitor the social-emotional learning needs of its students.

“Because it’s not known exactly which behaviors set a toddler up for failure, or the way to measure these skills, it had been difficult to supply support,” said McKown. “Now, it’ll be possible to pinpoint which abilities a toddler must develop and offer help.”

According to researchers at Rush, the results of the studies could potentially help develop tests to assess for social-emotional learning that are easy to administer and scientifically sound.

The study was funded by the Dean and Rosemarie Buntrock Foundation and therefore the William T. Grant Foundation.

About Rush University center Rush University Medical Center is a tutorial center that encompasses the quite 600 staffed-bed hospital (including Rush Children’s Hospital), the Johnston R. Bowman clinic and Rush University. Rush University, with quite 1,730 students, is home to at least one of the primary medical schools within the Midwest, and one among the nation’s top-ranked nursing colleges. Rush University also offers graduate programs in allied health and therefore the basic sciences. Rush is noted for bringing together clinical care and research to deal with major health problems, including arthritis and orthopedic disorders, cancer, heart condition, mental disease, neurological disorders and diseases related to aging.

About Rush Neuro Behavioral Center Rush Neuro Behavioral Center (RNBC) serves the medical, psychological and academic needs of youngsters with neuro behavioral issues with a special emphasis on social-emotional learning disorders. .These children have difficulty focusing, forming relationships, regulating behavior, or functioning effectively due to differences within the way their brains receive, process, and manage verbal and nonverbal information. Through research, clinical practice, and education, RNBC seeks to reinforce the understanding of the requirements of these with neuro behavioral disorders, repose on their strengths, and help them achieve their full potential.

Since 1997, RNBC has treated quite 10,000 children with such problems as Tourette’s Syndrome, Asperger’s Syndrome, autism spectrum disorders, attention deficit hyperactivity disorder, and language-based and non-verbal learning disabilities

Visit http://www.RNBC.org or call 847.933.9339 with any questions or additional information on RNBC services and research initiatives.

Bullying children with autism

Photo by Quin Stevenson

BINGHAMTON, NY – Children with autism spectrum disorder (ASD) are more likely to experience bullying than children without ASD and this bullying gets worse with age, according to new research from Binghamton University, State University of New York.

Hannah Morton, a graduate student in the clinical psychology PhD program at Binghamton University, aimed to conceptualize bullying in children with ASD in order to specifically identify different bullying and behavior types. Her research also emphasizes the need to establish better definitions of bullying behaviors.

“This research is important because it contributes to our understanding of how bullying is nuanced,” said Morton. “This variability means it is crucial to establish a definition for bullying and have standard assessments to know when and what types of bullying are occurring.”

Morton, along with Binghamton psychologists Jennifer Gillis, Richard Mattson and Raymond Romanczyk, focused this study on teachers and parents of children with ASD, and community members without an ASD child. Participants took a survey containing 80 scenarios of interactions between two school-aged children. The scenarios varied from children ages four to fifteen. Sixty-four of these scenarios contained a type of bullying behavior (i.e. physical, verbal, interpersonal and cyber). The participants were randomly presented with 16 scenarios, and were asked to rate the severity of the interaction between the two children, as well as indicate which types of bullying were present.

Results showed that a child’s increased age predicted higher bullying severity ratings. The findings also showed that bullying among older children with ASD is viewed as especially problematic by their parents, and that perceived bullying severity differed according to the type of bullying behavior (i.e., physical, verbal, interpersonal, and cyber). 

“This paper emphasizes that bullying is a really broad construct,” said Morton. “What any two people might be referring to when they use the term ‘bullying’—regardless if they are parents, teachers, researchers, etc.— likely differs, and perhaps in subtle ways.”

Morton plans to further her research on this topic by focusing specifically on the bullying behaviors that children with ASD experience compared to children without ASD.

This research was conducted through Binghamton University’s Institute for Child Development, which offers early intervention services, speech services and more to children and families in the Binghamton region. 

The paper, “Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors,” was published in Autism.