Home About us Contact | |||
Communication Competence (communication + competence)
Selected AbstractsThe Stepparent Relationship Index: Development, validation, and associations with stepchildren's perceptions of stepparent communication competence and closenessPERSONAL RELATIONSHIPS, Issue 2 2006PAUL SCHRODT There is a growing consensus among family researchers that many of the challenges facing members of stepfamilies revolve around the role of the stepparent. Using schema theory, this study extends recent research on the stepparent role by developing an empirically reliable measure for the primary dimensions that stepchildren identify as part of their stepparent relationship schemas. Participants included 522 young adult stepchildren from 4 different states who completed an inventory assessing key dimensions of the stepparent-stepchild relationship, as well as stepchildren's perceptions of stepparents' communication competence and closeness. The results produced a new multidimensional measure, the Stepparent Relationship Index, as three dimensions of the stepparent-stepchild relationship emerged from factor analytic techniques: positive regard, (step)parental authority, and affective certainty. Each subscale produced acceptable reliability estimates, and initial evidence of concurrent validity was obtained. [source] Unbroken mirror neurons in autism spectrum disordersTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 9 2010Yang-Teng Fan Background:, The ,broken mirror' theory of autism, which proposes that a dysfunction of the human mirror neuron system (MNS) is responsible for the core social and cognitive deficits in individuals with autism spectrum disorders (ASD), has received considerable attention despite weak empirical evidence. Methods:, In this electroencephalographic study, we examined mu suppression, as an indicator of sensorimotor resonance, concurrent with oculomotor performance while individuals (n = 20) with ASD and control participants (n = 20) either executed hand actions or observed hand actions or a moving dot. No difference in visual attention between groups was found as indicated by fixation duration and normalized fixation number on the presented stimuli. Results:, The mu suppression over the sensorimotor cortex was significantly affected by experimental conditions, but not by group membership, nor by the interaction between groups and conditions. Individuals with ASD, similar to the controls, exhibited stronger mu suppression when watching hand actions relative to a moving dot. Notably, participants with ASD failed to imitate the observed actions while their mu suppression indicating the MNS activity was intact. In addition, the mu suppression during the observation of hand actions was positively associated with the communication competence of individuals with ASD. Conclusion:, Our study clearly challenges the broken mirror theory of autism. The functioning of the mirror neuron system might be preserved in individuals with ASD to a certain degree. Less mu suppression to action observation coupled with more communicational severity can reflect the symptom heterogeneity of ASD. Additional research needs to be done, and more caution should be used when reaching out to the media. [source] Perceived competence and school adjustment of hearing impaired children in mainstream primary school settingsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008N. Hatamizadeh Abstract Background Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. Methods To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of ,adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Results Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1,4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups (,poor competence', ,low competence', ,moderate competence' and ,high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. Conclusion We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment. [source] |