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- W76094877 abstract "Literature reviewThe problem of disruptive behaviour displayed by primary school children has been anissue in schools for over the last three decades, but has recently resurfaced again as amajor social concern. As public concern has risen, so have expectations that this problemarea should be managed more effectively by school staff. This review will explore, withina school context, the link between disruptive externalized behaviours and socialcommunication deficits, which are regarded as a key antecedent to disruptive externalizedbehaviours. In particular, the origins of social communication deficits, displayed by nonpathological primary school children, will be explored in order to understand the types ofinterventions that may be effective for these children. A review of evidence-based socialskills training programs and their related successful outcomes will be explored and thiswill be followed by an analysis of gaps in the research in order to determine futureresearch areas.Empirical reportPrevious research has focused on the close association between poor socialcommunication skills and behavioural difficulties. However, little attempt has so far beenmade to examine this relationship in primary school aged children who live insocioeconomically disadvantaged communities. In particular there is limited research onthe impact of universally presented social communication skills interventions on thisgroup of children. This study explores the notion that children who live insocioeconomically disadvantaged communities and who display disruptive behaviours inschool need specially designed social skills intervention programs to meet their specificrequirements. Further, this study explores the hypothesis that a universal school-based,teacher-delivered social communication skills intervention, not requiring parentalsupport, will decrease levels of problematic behaviour. Results showed a non-significantdecrease in children's levels of problematic behaviours in the Playground environment,but showed a significant reduction in their levels of problematic behaviour in a classroomenvironment. Gender and school levels appear to have a moderating effect on outcomes.This study concluded that in the short term at least, the type of intervention carried outmay have had some beneficial effect for the participants, but this was not sustained over alonger time period. Implications for the use of specific interventions to this populationand suggestions for future research are also discussed." @default.
- W76094877 created "2016-06-24" @default.
- W76094877 creator A5049355105 @default.
- W76094877 date "2009-01-01" @default.
- W76094877 modified "2023-09-27" @default.
- W76094877 title "Conflict, Social Communication Deficits and Behavioural Inflexibility in Primary School Children" @default.
- W76094877 hasPublicationYear "2009" @default.
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