Correlation between abnormal sensory characteristics and clinical symptoms in children with autism spectrum disorders / 中华行为医学与脑科学杂志

Objective:To understand the sensory characteristics of children with autism spectrum disorder (ASD), and to explore its relationship with the clinical symptoms and to provide a reference basis for early diagnosis and intervention treatment of ASD.Methods:A cross-sectional survey was conducted to collect 216 children diagnosed with ASD according to DSM-5 from September 2021 to December 2021.All children were investigated with short sensory profile (SSP), autism behavior checklist (ABC) and social response scale (SRS). SPSS 21.0 was used for statistical analysis and the correlation between sensory characteristics and clinical symptoms of ASD children was analyzed by Pearson correlation.Results:The results showed that 120 of 216 with ASD children had abnormal SSP total score, with an abnormal rate of 55.6%.Among the seven dimensions, the abnormal rate of auditory filtering was the highest, reaching 83.8%, followed by low strength/weakness(60.2%), motor sensitivity(43.5%), low response/sensation seeking(39.8%), taste/smell sensitivity(37.5%), vision / hearing sensitivity(27.8%) and tactile sensitivity(17.6%), and the total incidence of paresthesia was 92.1%.There were significant differences in the total score of ABC and the five dimensions of sensation, communication, body movement, language and life self-care of ASD children with different sensory characteristics ( F=39.15, 39.99, 46.02, 29.18, 50.98, 51.76 respectively, all P<0.01). There were significant differences in the total score of SRS and social perception, social cognition, social communication, social motivation among ASD children with different sensory characteristics ( F=19.33, 29.47, 24.82, 29.68, 31.48, 39.86 respectively, all P<0.01). With the aggravation of sensory abnormalities, the total scores of ABC and SRS and the scores of each dimension increased.The total score of SSP was negatively correlated with the scores of sensation, communication, body movement, language, self-care and the total score of ABC ( r=-0.613, -0.631, -0.643, -0.558, -0.657, -0.679 respectively, all P<0.01). The total score of SSP was negatively correlated with social perception, social cognition, social communication, social motivation, autism behavior and the total score of SRS ( r=-0.440, -0.527, -0.504, -0.522, -0.542, -0.595 respectively, all P<0.01). Conclusion:Sensory abnormalities are common in ASD children, and with the aggravation of sensory abnormalities, the core symptoms and behavioral performance of ASD children are more obvious and positively correlated.

Comportamentos sociais acadêmicos de universitários de instituições públicas e privadas: o impacto nas vivências no ensino superior / Academic social behavior of university students from public and private institutions: the impact on experiences in higher education / Comportamientos sociales académicas de los estudiantes de instituciones públicas y privadas: el impacto de las vivencias en la educación superior

Este estudo teve como objetivo avaliar o impacto dos comportamentos sociais acadêmicos mensurados pelo Inventário de Comportamentos Sociais Acadêmicos (ICSA), do tipo de instituição de ensino, particular ou pública, nas vivências acadêmicas dos universitários. Participaram 289 universitários de instituições do Rio de Janeiro: oito públicas e 20 privadas. Foram utilizados o ICSA e o Questionário de Vivências Acadêmicas (QVAr). Os principais resultados indicaram que pertencer à instituição pública é o principal preditor das dimensões Interpessoal, Carreira e Institucional do QVAr e que os fatores de comportamentos sociais acadêmicos, tais como a cordialidade e a habilidade em eficácia acadêmica, apresentaram respectivamente impacto negativo e positivo nas mesmas dimensões. O presente estudo contribui com dados que apontam para os fatores preditores da adaptação à universidade, ainda que estes tenham apresentado baixa variância explicada.

This study aimed to evaluate the impact of academic social behaviors measured by Social Academic Behaviors Inventory (SABI) and the type of educational institution, private or public, in the academic experiences of university students. 289 university students from institutions in Rio de Janeiro participated: eight public and 20 private. The SABI and the Academic Experience Questionnaire-revised (AEQ-r) were used. The main results indicated that belonging to the public institution is the main predictor of the Interpersonal, Career and Institutional dimensions of AEQ-rand that factors of academic social behavior such as friendliness and ability in academic effectiveness have respectively negative and positive impact on them dimensions. The present study contributes with data that point to the factors predicting the adaptation to the university, even though these presented low explained variance.

Este estudio tuvo como objetivo evaluar el impacto de los comportamientos sociales académicos medidos por el Inventario de Conductas Académicas Sociales (ICAS) y el tipo de institución educativa, privada o pública, en las experiencias académicas de los estudiantes universitarios. Participaron 289 estudiantes universitarios de las instituciones del Río de Janeiro: ocho públicas y 20 privadas. Se utilizó el ICSA y el Cuestionario de Experiencia Académica revisado (QVA-r). Los principales resultados indicaron que pertenecer a la institución pública es el principal predictor de las dimensiones Interpersonal, Carrera e Institucional del QVA-r y que los factores de comportamientos sociales académicos tales como la cordialidad y la habilidad en eficacia académica presentaron respectivamente impacto negativo y positivo en las mismas dimensiones. El presente estudio aporta datos que apuntan a los factores que predice la adaptación a la universidad, aunque estos presentaron una varianza de baja explicación.

Vivências, Habilidades Sociais e Comportamentos Sociais de Universitários / Livings, Social Skills and Social Behaviors of College Students

Resumo Pode-se supor que a adaptação ao contexto universitário requeira tanto habilidades de relacionamento como comportamentos acadêmicos adequados. Este estudo destinou-se a identificar as relações entre Habilidades Sociais, Vivências Acadêmicas e Comportamentos Sociais Acadêmicos em estudantes. Participaram do estudo 289 estudantes universitários de instituições públicas e privadas, com idades variando entre 17 e 61 anos. Aplicou-se o Inventário de Habilidades Sociais (IHS), o Questionário de Vivências Acadêmicas (QVA-r) e o Inventário de Comportamentos Sociais Acadêmicos (ICSA). Foi identificado que os alunos que apresentam comportamentos sociais acadêmicos desadaptativos também apresentam déficits em habilidades sociais dificultando sua adaptação acadêmica e que, habilidades socialmente aceitáveis estão associadas não só a varáveis pessoais, mas também às curriculares e institucionais.

Abstract It can be assumed that adapting to the university context requires both relationship skills and appropriate academic behaviors. This study was designed to identify the relationship between Social Skills, Academic Experiences and Academic Social Behaviors in students. Study participants were 289 university students from public and private institutions, ranging between 17 and 61 years. We used the Social Skills Inventory (IHS), the Academic Experiences Questionnaire (QVA-r), and the Inventory of Academic Social Behaviors (ICSA). It was identified that students who have academic maladaptive social behaviors also have deficits in social skills hindering their academic adaptation and that, socially acceptable skills are linked to not only personal variables, but also to the curricular and institutional ones.

O impacto dos comportamentos sociais acadêmicos nas habilidades sociais de estudantes / The impact of academic social behavior in students' social skills

O estudo avaliou o impacto dos comportamentos sociais acadêmicos nas habilidades sociais de estudantes universitários. Participaram 289 estudantes de instituições públicas e privadas, de 42 cursos, idades entre 17 e 61 anos (M = 26,73 e DP= 8,57). Utilizou-se o Inventário de Habilidades Sociais (IHS) e o Inventário de Comportamentos Sociais Acadêmicos (ICSA). Alunos que desenvolveram comportamentos sociais acadêmicos adequados apresentaram bom repertório de habilidades sociais, e alunos de instituições públicas apresentaram maior autocontrole emocional. Todos os fatores do ICSA impactaram sobre fatores do IHS, embora com baixa variância explicada nos fatores Exposição a Desconhecidos e Situações Novas. Essa relação indica que os construtos oferecem importantes elementos na compreensão de como os estudantes vivenciam as exigências do contexto universitário e sua resposta diante dessas exigências

This study evaluates the impact of social behavior on academic students' social skills. Study participants were 289 universities students from public and private institutions, enrolled in 42 courses and ages between 17 and 61 years (M = 26.73, SD = 8.57). The Social Skills Inventory (SSI) and the Social Academic Behavior Inventory (SABI) were the instruments used. Students that developed appropriate social academic behaviors had good social skills; students from public institutions had greater emotional self-control. All SABI factors impacted on SSI factors, although with low explained variance in Self-exposure to unknown people and new situations factors. This ratio indicates that, although with low explained variance, these constructs provide important elements in understanding the requirements of the University in relation to the student and his response on these requirements

Social Behavior and Peer Status of Aggressive and Victimized Rural Chinese Children / 中国临床心理学杂志

Objective:To investigate the behavior profiles and correlates of subgroups of aggression and victimization in a rural children sample.Methods: 744 primary school children (10.96?1.32 years old) were investigated through peer nomination. Results: Classifications resulted in three subtypes, the aggressive-victims (54 boys, 16 girls), non-aggressive victims (20 boys, 18 girls), and 41 non-victimized aggressors (33 boys, 8 girls). MANOVA revealed significant differences among these subtypes and between genders on an array of social behaviors. Post hoc comparisons suggested that aggressive-victims had the lowest peer acceptance, highest peer rejection, and higher social withdrawal. Compared with normal groups, non-aggressive victims also showed more behavioral problems. Conclusion:The aggressive-victims have lowest peer relations and highest aggression and victimization, the non-aggressive victims have highest withdrawal and shyness.