In: Empirische Sonderpädagogik, 2013, vol. 2, p. 107-129
Negativer Peereinfluss gilt als einer der zentralen Risikofaktoren für eine dissoziale Entwicklung von Kindern und Jugendlichen. Um ungünstige Einflussprozesse zwischen Gleichaltrigen besser zu verstehen und wirksame Präventionsmaßnahmen dagegen entwickeln zu können, ist es entscheidend, die moderierenden Faktoren von Peereinfluss zu kennen. Diese können Aufschluss darüber geben, wer...
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In: Games For Health Journal, 2020, vol. 9, no. 3, p. 187-196
Objective: Emotional competences (EC) are important for social and academic outcomes and positive life trajectories. Due to their social setting and tendency to stimulate intrinsic motivation, board games may constitute efficient learning tools for promoting socioemotional development in children. The current project therefore aimed at developing and testing three theory-driven board games...
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In: International Journal of Language & Communication Disorders, 2018, vol. 53, no. 6, p. 1110-1123
Background: Depressive symptoms are common in children with developmental language disorder (DLD). However, risk and protective factors contributing to these problems are currently underspecified. Aims: The current longitudinal study examined the role of emotion-regulation (ER) strategies in the severity of depressive symptoms in children with and without DLD, taking into account the severity...
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In: Autism Research, 2018, vol. 11, no. 7, p. 962-978
Emotion dysregulation is a common issue experienced by individuals with autism spectrum disorder (ASD) and has been associated with a wide range of negative mental and physical health outcomes. This commentary highlights the role emotion dysregulation plays in ASD by first considering the literature on emotion regulation (ER) in the general population and then summarizing the ER research in...
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In: Journal of Autism and Developmental Disorders, 2017, vol. 47, p. 1659-1672
Expressive incoherence can be implicated in socio-emotional communicative problems in autism spectrum disorder (ASD). The present study examined expressive incoherence in 37 children with ASD and 41 typically developing (TD) children aged 3–13 years old during a frustration task. The role of alexithymia in expressive incoherence was also assessed. Compared to TD children, children with ASD...
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Münster : Waxmann, 2021
(Internationale Hochschulschriften ; 687)
ISBN: 9783830994244
Diese Publikation widmet sich dem Erwerb von Lesekompetenzen in der Fremdsprache Französisch bei Schülerinnen und Schülern mit und ohne (Schrift-)Sprachstörungen in der dritten Primarstufe. Die Längsschnittstudie liefert empirische Evidenz für Unterschiede in verschiedenen Teillesekompetenzen zu Beginn des frühen Fremdsprachenunterrichts. Das für die Datenerhebung entwickelte Screening,...
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In: Revue suisse de pédagogie spécialisée, 2013, no. 3, p. 6-14
Désireuses d’en savoir plus sur les priorités d’accompagnement des adolescents et adultes polyhandicapés, nous avons analysé le contenu de leurs projets individualisés (PI) 1. On note une sous-représentation de certaines sphères et un risque de rétrécissement de perspective à l’âge adulte. Plusieurs pistes d’ interprétation sont envisagées et des prolongements sont en cours...
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In: Frontiers in Psychology, 2015, p. 6:1830
Atypical sensory functioning in Autism Spectrum Disorder (ASD) has been well documented in the last decade for the visual, tactile and auditory systems, but olfaction in ASD is still understudied. The aim of the present study was to examine whether children with ASD and neuro-typically (NT) developed children differed in odor perception, at the cognitive (familiarity and identification...
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In: Revue suisse de pédagogie spécialisée, 2020, vol. 10, no. 4, p. 17-23
Manger est un acte quotidien, vital, obligatoire. C’est une habitude de vie incontournable pour tout être vivant. Il concerne tout le monde et interroge les valeurs personnelles. S’il suscite parfois des craintes comme celle très répandue de grossir, il est le plus souvent source de plaisir et synonyme de rencontre. Accompagner cet acte demande d’agir sur les motivations...
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In: Creative Education, 2017, vol. 8, no. 6, p. 975-992
Individual self-determination and civic engagement are key resources in the life of every individual. All the more so in the case of individuals with an intellectual disability (ID), who are frequently prevented, voluntarily or passively (for example through the failure to promote favourable conditions for learning), from implementing the resources that are required for acquiring and...
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