Responding to Young Children’s Social-Emotional Needs Through Video Modeling

Q3 Social Sciences Young Exceptional Children Pub Date : 2020-03-07 DOI:10.1177/1096250620910708
M. Mitsch, Samantha Riggleman, Jennifer Buchter
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引用次数: 4

Abstract

16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020
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幼儿社交情感需求的视频模型响应
《16名特殊儿童》第24卷第1期,2021年3月https://doi.org/10.1177/1096250620910708DOI:10.1177/1096250620910708 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020幼儿部4岁的Charlie就读于Patsy女士的儿童保育中心。他最近被诊断出患有自闭症谱系障碍。查理喜欢玩火车和积木,经常被看到在镜子前消磨时间(例如,在浴室洗手,在戏剧中心检查自己)。查理在社交情绪发展方面表现出延迟,特别是与同龄人和成年人的沟通和互动。在查理的个性化教育计划(IEP)会议上,Patsy女士表示,查理只是自己玩,没有与其他孩子建立友谊。言语语言病理学家(SLP)建议为Charlie使用视频建模(VM)(特殊儿童委员会幼儿部推荐做法[DEC RPs],2014,A6,INT2,INS2和TC1)。团队对此很感兴趣,希望了解更多信息。社交技能是指个人学会在社会环境中发挥作用的行为,以及找到社会挑战和问题解决方案的能力(Scattone,2007)。每个孩子都有自己的一套基于年龄、发展、文化规范和经历的个性化社交情感技能。社交技能对于有意义的互动和友谊的形成至关重要。许多儿童被诊断为910708 YECXXX10.1177/1096250620910708年轻特殊儿童Mitsch等人研究-文章2020
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来源期刊
Young Exceptional Children
Young Exceptional Children Social Sciences-Education
CiteScore
1.50
自引率
0.00%
发文量
13
期刊介绍: Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.
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