Educational Social Skills of parents of children with and without Intellectual Disability
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
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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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 |
_version_ |
1748937788781232128 |