Social Skills: The Bottom Line For Adult LD Success

Another social and communication disorder is Asperger syndrome, this is characterised by the following; the individual may have difficulties in social interactions, a restricted range of interests, repetitive behaviours and also they may have a delay in motor development. This may be shown in the individual 's clumsiness or uncoordinated movements, however, those with Asperger 's syndrome don’t have significant delays in both language and cognitive development. There are a number of different symptoms of Asperger 's yet it is unlikely that they would all be present in one person. Each

Children with learning difficulties such as dyslexia, or autism, may need more support in building relationships both with adults and with other children. They are likely to be less confident in their own abilities and are more likely to be introverts. On the other hand, children with certain medical conditions may be extroverted and need additional help to build the right sort of communication and relationship skills with others.

For example a physical disability may affect social skills as they may become withdrawn, their behaviour could change as they become frustrated.

Social competency can be defined as skills related to interaction with others (peers, family, authority figures, nonfamiliar speakers, etc.) both verbally and nonverbally. This may be due in part to the affect on facial expressions (Geirdal, Overland, Heimdal, Storhaug, Asten & Akre, 2013, p. 2880). This may also be due to the significant amount of time that children with TCS (individuals whose phenotypic symptoms are severe enough to be noticed as neonates, infants, and young children) spend in hospitals/away from peers in natural contexts. This lack of experience affects language, and language is associated with both theory of mind and social competency, as they are both in-turn also associated with language. Each entity is interconnected with one another. Language age is associated with social competency and children with hearing loss often have language delays. Furthermore, social competency is likely affected by the inability to maintain peer relationships due to ostracization from peers, ostracization that may be due to either hearing loss and/or physical differences. Not to mention, the speech-hearing and physical disabilities are likely to affect self-esteem, which will negatively influence participation and

Hoagpian, Kuhn and Strother (2009) conducted a study in order to build upon research focused on the treatment of social skills deficits by targeting verbal and nonverbal social behavior of

Provides a framework to empower and protect vulnerable people who are not able to make their own decisions. It makes it clear who can take decisions, in which situations, and how they should go about this.

These students have normal and sometimes above normal intelligence but they struggling with problems that hinder them from learning and progressing like other students. More recently it is thought that a student with learning disability could show one of more than 500,000 combinations of cognitive or socioemotional problems (Heward, 2010). Learning disabilities cause students to struggle with so many things in school such as academics, emotions, and socializing and learning disabilities also cause students to have problems away from school. Students with learning disabilities may experience problems with learning to read or comprehend what they read, learning to do math or develop mathematical reasoning, learning vocabulary, spelling or the written language, and learning to get along with others and exhibit appropriate social skills. They may also have problems with paying attention, hyperactivity, and sometimes behavior,

al. (1998) observed that improper social skills in children with FAS become more noticeable over time. Older children, adolescents, and adults with FAS are more socially diminished than younger children (Thomas et. al., 1998). Because there is higher standard for acceptable social behavior in adolescents and adults they’re deemed more intolerable than younger children. Those living with FAS appear to plateau in social abilities at about 4-to-6- year-old level (Thomas et. al., 1998). This is a strong indicator of why older individuals with FAS become more socially unacceptable. Also observed by Thomas et.al. (1998) children with FAS performed poorly in the use of play and leisure time. This infers that they have poor peer interaction, poor psychosocial well being, and poor self efficacy. Many children with FAS failed to developed a theory of mind which hinders their ability to develop empathy and more innovative interpersonal skills (Thomas et. al.,

I learned in the article how disabilities like ADHD are integrated in the creation of an identity. I learned that with ADHD individuals communication can commonly be swayed by poor social skills, low self-esteem, and abnormal moods. Individuals with ADHD obviously vary in how they communicate depending of the rest of their identity, however there are consistent influences from this disorder. ADHD is often driven by impulsive behaviors. The brain is often too stimulated or not stimulated enough leading to outbreaks and and short lived activities. It is incredible to look at one study of how a slight neurological alteration can change completely how someone approaches life and how they communicate with others. Outlined is this study is the negative

Youth with FASD have low social functioning. They have difficulties understanding social cues, processing social information and communicating in social situations. It is imperative that these youth learn social skills. An example of a program that teaches social skills is the Children’s Friendship Training Program. The program is unique as it a group based intervention that teaches social skills to help children to be accepted by their peers. According to Paley and O’Connor (2011), the Children Friendship Training is designed to teach social skills by having a parent assisted peer network in which children learn skills through instruction on the basic rules of social behaviour, modeling, rehearsal and

The articles describe these learners as having difficulties with abstract thinking and categorizing as well as applying their learning to new situations. There is difficulty with the transfer of information. Use of language is concrete. These students often can only follow single step directions and their sentence development is simple rather than complex. It also points out that there are behavioral and emotional issues that accompany this disability. This population often has emotional outburst due to frustrations and lack of understanding of the expectations. Socially, they may struggle to maintain friendships and do not always understand social cues and rules. “Extensive research evidence reveals that the social skills of students with mild intellectual disabilities tend to be improved when they are provided with appropriate supports and included in general education classroom with age appropriate peers” ( McLeaskey, Rosenberg ,Westling,

People use social skills to communicate what they desire, feel and understand. If a person has disabilities like developmental, learning and physical along with behavioral problems, they are unable to express or understand the concept of using social skills to react to the different situations. Social skills are valuable in a society because without them, life can be more difficult. A Behavioral Health Professional (BHP) will be able to know the importance of social skills, four types of nonverbal communications and the ways to improve a person’s social skills.

Grenwald-Mayes (2002) find that ADHD college students have lower life qualities compared with their non-ADHD peers. For instance, Grenwald-Mayes explicits that the family relationship and life qualities are well connected and maintained for those non-ADHD students. Furthermore, the relationships between opposite sex may show that male ADHD students with inattention might experience uncomfortable relationship with female students, as Canu and Carlson (2003) find. Perhaps low self-esteem may also be the part of social impairment for ADHD students. Since Shaw-Zirt et, al (2005) discover that ADHD college students exhibit lower self-esteem may experience unstable social relationship. Due to low self-esteem and inattention problems, ADHD colleges students may face more negative evaluations from their opposite sex, and have difficulties to comfortably maintain long lasting relationships with other companies. In general, students with ADHD showing inattention and self-esteem may not experience comfortable relationships in their college

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

Individuals with low self-esteem often suffer from feelings of inferiority and depression. In these cases, academic success is certainly challenging. I reinforce this notion by paralleling with the social and emotional well-being of students with learning disabilities. Those that have had positive experiences both at school and at home do not necessarily suffer from low self-esteem. Support and guidance are key issues in maintaining good self-concept in these individuals. Focusing on skills other than those measured through academic evaluations allows students with learning disabilities to recognize their value and self-worth as a whole not just through academic performance. Justifiably, most do have a negative self-perception of their academic competencies, but still prove to have good self-esteem.