Social Skills and Sensory Processing in Preschool Children Who Are Homeless or Poor Housed

Autor/inn/en	Rybski, Debra; Israel, Heidi
Titel	Social Skills and Sensory Processing in Preschool Children Who Are Homeless or Poor Housed
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 12 (2019) 2, S.170-181 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2018.1523768
Schlagwörter	Homeless People; Interpersonal Competence; Child Development; Sensory Integration; Preschool Children; Child Behavior; Poverty; Profiles; Intervention; Identification; Behavior Problems; Correlation; Mothers; Parent Child Relationship; Occupational Therapy; Emergency Shelters; Social Skills Rating System + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Interpersonale Kompetenz; Kindesentwicklung; Sensorische Integration; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Armut; Charakterisierung; Profilanalyse; Identifikation; Identifizierung; Korrelation; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Beschäftigungstherapie; Notunterkunft
Abstract	Social skills and sensory processing were examined in 91 homeless or poor housed preschool children. The Social Skills Rating Scale measured children's social skills/behavior problems and the Short Sensory Profile measured sensory and behavioral responses. Children who were poor housed had better social skills, fewer problem behaviors and better sensory processing than homeless children. Social skill/problem behaviors and sensory processing concerns were positively correlated in both groups of children. This insight into homeless and poor housed children's social/behavioral and sensory processing supports a model for early identification and intervention to enhance children's development, occupational performance, social participation and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01