[article] 
inAmerican Journal of Occupational Therapy > Vol. 67/4 (juillet-aout 2013) . - p. 395-404

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.
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[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