Educational Social Skills of parents of children with and without Intellectual Disability

Detalhes bibliográficos
Autor(a) principal: Benitez,Priscila
Data de Publicação: 2020
Outros Autores: Kirchner,Luziane de Fátima, Ribeiro,Giovan Willian, Tatmatsu,Daniely Ildegardes Brito
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psico-USF (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300415
Resumo: Abstract Intellectual disability (ID) affects the functioning of adaptive behavior and social skills (SS). One way to increase SS can be through parental involvement, as long as parents have sufficient educational social skills (ESS) to favor SS teaching. The objective was to evaluate and compare the ESS of parents of children with and without ID, and to investigate correlations between ESS and age, schooling of the child/parent, and socioeconomic status. Participants included a total of 52 parents of children (26 in each group). Parents responded to the ESS Inventory. The analysis identified that the higher the educational level of the children with ID, the greater the general score and the ability of parents to talk and dialogue with them. The results identified statistically significant differences (p < 0.01) between the ESS repertoire of parents of children with and without ID, suggesting necessary interventions with parents of children with ID, especially for parents with a lower socioeconomic level.
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spelling Educational Social Skills of parents of children with and without Intellectual Disabilityintellectual disabilityeducational social skillsparent-child relationsAbstract Intellectual disability (ID) affects the functioning of adaptive behavior and social skills (SS). One way to increase SS can be through parental involvement, as long as parents have sufficient educational social skills (ESS) to favor SS teaching. The objective was to evaluate and compare the ESS of parents of children with and without ID, and to investigate correlations between ESS and age, schooling of the child/parent, and socioeconomic status. Participants included a total of 52 parents of children (26 in each group). Parents responded to the ESS Inventory. The analysis identified that the higher the educational level of the children with ID, the greater the general score and the ability of parents to talk and dialogue with them. The results identified statistically significant differences (p < 0.01) between the ESS repertoire of parents of children with and without ID, suggesting necessary interventions with parents of children with ID, especially for parents with a lower socioeconomic level.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2020-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300415Psico-USF v.25 n.3 2020reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712020250302info:eu-repo/semantics/openAccessBenitez,PriscilaKirchner,Luziane de FátimaRibeiro,Giovan WillianTatmatsu,Daniely Ildegardes Britoeng2020-10-20T00:00:00Zoai:scielo:S1413-82712020000300415Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2020-10-20T00:00Psico-USF (Online) - Universidade São Francisco (USF)false
dc.title.none.fl_str_mv Educational Social Skills of parents of children with and without Intellectual Disability
title Educational Social Skills of parents of children with and without Intellectual Disability
spellingShingle Educational Social Skills of parents of children with and without Intellectual Disability
Benitez,Priscila
intellectual disability
educational social skills
parent-child relations
title_short Educational Social Skills of parents of children with and without Intellectual Disability
title_full Educational Social Skills of parents of children with and without Intellectual Disability
title_fullStr Educational Social Skills of parents of children with and without Intellectual Disability
title_full_unstemmed Educational Social Skills of parents of children with and without Intellectual Disability
title_sort Educational Social Skills of parents of children with and without Intellectual Disability
author Benitez,Priscila
author_facet Benitez,Priscila
Kirchner,Luziane de Fátima
Ribeiro,Giovan Willian
Tatmatsu,Daniely Ildegardes Brito
author_role author
author2 Kirchner,Luziane de Fátima
Ribeiro,Giovan Willian
Tatmatsu,Daniely Ildegardes Brito
author2_role author
author
author
dc.contributor.author.fl_str_mv Benitez,Priscila
Kirchner,Luziane de Fátima
Ribeiro,Giovan Willian
Tatmatsu,Daniely Ildegardes Brito
dc.subject.por.fl_str_mv intellectual disability
educational social skills
parent-child relations
topic intellectual disability
educational social skills
parent-child relations
description Abstract Intellectual disability (ID) affects the functioning of adaptive behavior and social skills (SS). One way to increase SS can be through parental involvement, as long as parents have sufficient educational social skills (ESS) to favor SS teaching. The objective was to evaluate and compare the ESS of parents of children with and without ID, and to investigate correlations between ESS and age, schooling of the child/parent, and socioeconomic status. Participants included a total of 52 parents of children (26 in each group). Parents responded to the ESS Inventory. The analysis identified that the higher the educational level of the children with ID, the greater the general score and the ability of parents to talk and dialogue with them. The results identified statistically significant differences (p < 0.01) between the ESS repertoire of parents of children with and without ID, suggesting necessary interventions with parents of children with ID, especially for parents with a lower socioeconomic level.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300415
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300415
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1413-82712020250302
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
dc.source.none.fl_str_mv Psico-USF v.25 n.3 2020
reponame:Psico-USF (Online)
instname:Universidade São Francisco (USF)
instacron:USF
instname_str Universidade São Francisco (USF)
instacron_str USF
institution USF
reponame_str Psico-USF (Online)
collection Psico-USF (Online)
repository.name.fl_str_mv Psico-USF (Online) - Universidade São Francisco (USF)
repository.mail.fl_str_mv edusf@saofrancisco.edu.br
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