Recognizing Non-Verbal Social Cues Promotes Social Performance in LD Adolescents

Autor/inn/en	Greenbank, Alicia; Sharon, Assia
Titel	Recognizing Non-Verbal Social Cues Promotes Social Performance in LD Adolescents
Quelle	In: Alberta Journal of Educational Research, 59 (2013) 2, S.266-284 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Nonverbal Communication; Cues; Social Development; Learning Disabilities; Adolescents; Social Behavior; Emotional Response; Theories; Intervention; Foreign Countries; Grade 7; Grade 8; Grade 9; Grade 10; Empathy; Friendship; Intelligence Quotient; Comparative Analysis; Gender Differences; Israel + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Stichwort; Soziale Entwicklung; Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social behaviour; Soziales Verhalten; Emotionales Verhalten; Theory; Theorie; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Empathie; Freundschaft; Intelligenzquotient; Geschlechterkonflikt
Abstract	The research examined whether an educational intervention could enhance the ability of learning disabled (LD) adolescents to recognize non-verbal emotional messages and thus their social functioning. Most LD children have problems recognizing non-verbal cues, particularly emotional ones, and have social difficulties. The study examined the validity of the theory of a link between ability to recognize non-verbal emotional cues and social functioning. According to this theory, the better the ability to recognize non-verbal emotional messages the better the social functioning. An educational intervention was devised to investigate this. The intervention included 12 lessons of 45 minutes each, twice a week for six weeks. The study examined 77 Israeli LD, native Hebrew-speaking adolescents in grades 7-10. The results demonstrated the efficacy of the intervention in enhancing students' ability to recognize non-verbal emotional messages. Students' social functioning improved in two social parameters: empathy and social closeness. Students with borderline IQ benefited more from the intervention than students with normal range IQ, and boys benefited more than girls. The study suggests an effective practical tool for promoting social functioning among adolescents with LD. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10