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[article]
Titre : |
Systematic review of interventions to promote social–emotional development in young children with or at risk for disability |
Type de document : |
texte imprimé |
Auteurs : |
Jane Case-Smith |
Année de publication : |
2013 |
Article en page(s) : |
p. 395-404 |
Langues : |
Anglais (eng) |
Mots-clés : |
Enfant Pédiatrie Développement intellectuel Développement psychoaffectif Ergothérapie Relation sociale |
Résumé : |
This systematic review synthesized the research on interventions used by occupational therapy practitioners to promote social–emotional development in young children (birth–5 yr) with or at risk for disabilities. After a comprehensive search of the research literature, 23 studies were reviewed and then synthesized into five themes: (1) touch-based interventions to enhance calming and parent–infant bonding, (2) relationship-based interventions to promote positive caregiver–child interactions, (3) joint attention interventions, (4) naturalistic preschool interventions to promote peer-to-peer engagement, and (5) instruction-based interventions to teach children appropriate social behaviors. The interventions for infants primarily involved coaching parents in specific strategies to promote positive interactions; interventions for preschool-age children typically involved encouraging peer support, instructing children, and applying naturalistic behavioral techniques to develop higher-level social competence. The studies demonstrated low to moderate positive effects for interventions used by occupational therapy practitioners to improve social–emotional development across ages, diagnoses, and settings. |
Permalink : |
./index.php?lvl=notice_display&id=14238 |
in American Journal of Occupational Therapy > Vol. 67/4 (juillet-aout 2013) . - p. 395-404
[article] Systematic review of interventions to promote social–emotional development in young children with or at risk for disability [texte imprimé] / Jane Case-Smith . - 2013 . - p. 395-404. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 67/4 (juillet-aout 2013) . - p. 395-404
Mots-clés : |
Enfant Pédiatrie Développement intellectuel Développement psychoaffectif Ergothérapie Relation sociale |
Résumé : |
This systematic review synthesized the research on interventions used by occupational therapy practitioners to promote social–emotional development in young children (birth–5 yr) with or at risk for disabilities. After a comprehensive search of the research literature, 23 studies were reviewed and then synthesized into five themes: (1) touch-based interventions to enhance calming and parent–infant bonding, (2) relationship-based interventions to promote positive caregiver–child interactions, (3) joint attention interventions, (4) naturalistic preschool interventions to promote peer-to-peer engagement, and (5) instruction-based interventions to teach children appropriate social behaviors. The interventions for infants primarily involved coaching parents in specific strategies to promote positive interactions; interventions for preschool-age children typically involved encouraging peer support, instructing children, and applying naturalistic behavioral techniques to develop higher-level social competence. The studies demonstrated low to moderate positive effects for interventions used by occupational therapy practitioners to improve social–emotional development across ages, diagnoses, and settings. |
Permalink : |
./index.php?lvl=notice_display&id=14238 |
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