The Social-Emotional Functioning of Young Children with a Significant Cognitive and Motor Developmental Delay

Autor/inn/en	Vandesande, Sien; Van keer, Ines; Dhondt, Ann; Maes, Bea
Titel	The Social-Emotional Functioning of Young Children with a Significant Cognitive and Motor Developmental Delay
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 4, S.462-473 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1805574
Schlagwörter	Intellectual Disability; Physical Disabilities; At Risk Persons; Mental Health; Behavior Problems; Social Development; Emotional Development; Foreign Countries; Young Children; Self Control; Child Behavior; Emotional Response; Responses; Coping; Stress Management; Object Permanence; Anxiety; Peer Relationship; Interests; Interpersonal Communication; Aggression; Play; Belgium + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Physical handicap; Körperbehinderung; Risikogruppe; Psychohygiene; Soziale Entwicklung; Gefühlsbildung; Ausland; Frühe Kindheit; Selbstbeherrschung; Emotionales Verhalten; Bewältigung; Stressmanagement; Stressbewältigung; Objektpermanenz; Angst; Peer-Beziehungen; Bildungsinteresse; Interpersonale Kommunikation; Spiel; Belgien
Abstract	Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. This paper aims to assess the social-emotional functioning of these children, both globally and in various domains. Semi-structured interviews with one or more primary caregiver(s) of 45 children were conducted and analyzed on 13 domains of social-emotional functioning, according to the Scale for Emotional Development - Revised (SED-R). The SED-R scoring system was slightly adapted in the current study in order to elucidate more subtle differences between children. A general delayed social-emotional development was found, with children functioning within different phases across domains and certain domains generally showing higher or lower scores. To capture the emotional needs of children with SDD, a more disaggregated scoring system seems valuable so that both the global level and the level per domain can be taken in consideration in designing interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01