کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10317428 | 621915 | 2014 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Who reports it best? A comparison between parent-report, self-report, and the real life social behaviors of adults with Williams syndrome
ترجمه فارسی عنوان
چه کسی آن را بهتر گزارش میکند؟ مقایسه گزارش والدین، خودپنداره و رفتارهای اجتماعی واقعی بزرگسالان با سندرم ویلیامز
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کلمات کلیدی
سندرم ویلیامس، خود گزارش، ناتوانی ذهنی، نامه مشاهده رفتار جامعه شناسی،
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب رفتاری
چکیده انگلیسی
Given the reliance on self-report in studies of adults with intellectual disabilities, this study examined individual vs. parental reports concerning the social approach behaviors of adults with Williams syndrome (WS) across a hypothetical and a live behavioral setting. Individuals with WS (NÂ =Â 30) were asked whether they would approach strangers in two hypothetical, laboratory tasks (yes/no questionnaire vs. judging facial stimuli of individuals with different emotional expressions). Similarly, their parents also responded to a rating scale of their child's social approach behavior toward strangers displaying various emotions. Then, in a community setting, behavioral coders recorded actual social approaches of individuals with WS toward strangers. Although self-report ratings were consistent across measures, these measures did not correspond to the individuals' actual behaviors during the community observations. Conversely, parental reports did not correspond to their child's self-report measures, but parents did more accurately predict their child's real-life social approach behaviors. Implications are discussed for both research and practice.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Developmental Disabilities - Volume 35, Issue 12, December 2014, Pages 3276-3284
Journal: Research in Developmental Disabilities - Volume 35, Issue 12, December 2014, Pages 3276-3284
نویسندگان
Marisa H. Fisher, Maria P. Mello, Elisabeth M. Dykens,