ライフサイエンスコーパス: social skill

1 arly social environment, may predict a later social skill.

2 nto the evolution of possibly uniquely human social skills.

3 or improving language, adaptive behavior and social skills.

4 ng, friendships, and the fitness benefits of social skills.

5 yndrome in visual-spatial, mathematical, and social skills.

6 he relations between attachment security and social skills.

7 al disability, adaptive behaviour skills and social skills.

8 ever, positively affected both dimensions of social skills.

9 of individuals with diminished cognitive and social skills.

10 ajor foundation for the later development of social skills.

11 associated deficits in imitation, motor, and social skills?

12 up CBT (-0.92, -1.33 to -0.51), exposure and social skills (-0.86, -1.42 to -0.29), self-help with su

13 to early learning and to the development of social skills [14, 15].

14 vely; odds ratio = 4.3; 95% CI, 2.0-9.1) and social skills (22.5% vs 10.2%, respectively; odds ratio

15 motor output, likely impacts both motor and social skill acquisition in children with ASD; however,

16 profound impairment in cognitive, motor and social skills, along with an array of neurological featu

17 the effects of clozapine and risperidone on social skill and problem solving in patients with schizo

18 a positive effect on cognitive development, social skills and behavior, and subsequent school perfor

19 me characterized by deficits in language and social skills and by repetitive behaviors.

20 revealed him to be a young man with limited social skills and high ambitions to complete a deeply or

21 is of symptom severity indicated that poorer social skills and increases in restricted and repetitive

22 t syndrome demonstrated significantly better social skills and lower negative symptoms both after tra

23 Individuals vary in their social skills and motivation, the causes of which remain

24 Social skills and negative symptoms were evaluated befor

25 tes the effects of using social media on the social skills and nurse-patient interaction of nurses an

26 et, the influence of social media use on the social skills and nurse-patient interaction of nurses is

27 wed the most influential positive effects to social skills and nurse-patient interaction.

28 tistic disorder) is associated with impaired social skills and obsessional/repetitive behavior.

29 nfluence on the development of cognitive and social skills and on brain architecture and neurochemist

30 toms, including loss of language, motor, and social skills and the development of hand stereotypies,

31 is defined by deficits in communication and social skills and the presence of restricted and repetit

32 We assessed literacy, attention, social skills, and academic achievement in 391 of these

33 evelop language (or lost attained language), social skills, and complex purposive or adaptive activit

34 They cover social skills, and keep youths very closely supervised w

35 elationships among social media use profile, social skills, and nurse-patient interaction of Register

36 cognitive abilities, adaptive behavior, and social skills, and reducing anxiety and aggression.

37 children were 8 y old, teachers rated their social skills, and the children's resting electroencepha

38 aracterized by deficits in communication and social skills as well as repetitive and stereotypical be

39 Social skills training improves social skills but has no clear effects on relapse preven

40 cated worse daily living, communication, and social skills compared with deletion carriers without an

41 ble stimulus, thereby impacting language and social skill development in this population.

42 Despite showing typical social skills development overall, infants of blind pare

43 Further, social skills development programs geared toward having

44 discipline strategies and enhance a child's social skills, emotional self-regulatory skills, and pro

45 -0.021 points per mug Zn/dL; P = 0.02), and social skills (estimate: -0.019 points per mug Zn/dL; P

46 ypothesis proposes that these early-emerging social skills evolved when natural selection favored inc

47 The ability to recognize kin is an important social skill for primates.

48 ions are emerging, including peer mentoring, social skills groups, and video modeling.

49 rmation conveyed by the eyes is an important social skill in humans.

50 tionship with humans could result in similar social skills in domesticated species.

51 gs characterize institutionalized children's social skills in middle childhood within the context of

52 bstantial learning of illness management and social skills in the clinic.

53 Several studies show that social skills interventions are efficacious for improvin

54 Several evidence-based social skills interventions are emerging, including peer

55 osed of the respondent profile sheet and the Social Skills Inventory.

56 earance of automatic imitation, an essential social skill known to be impaired in autism.

57 mothers reported on their child's motor and social skills, language, and behavior using items from s

58 The level of personal and social skills, measured by Vineland Adaptive Behavior Sc

59 such effects would be modulated by infants' social skills, measured earlier in development.

60 These results identify empathy, and social skills more generally, as previously unknown pred

61 ent programs geared toward having a balanced social skill must be implemented.

62 Additionally, the social skills necessary for adult success may differ bet

63 ons of nurse-patient interaction, non-verbal social skills negatively influenced patient engagement (

64 Teachers rated social skills of FCG children who were placed into foste

65 The present study examined the social skills of previously institutionalized, 8-y-old R

66 CRS indices, P < .05), and parent ratings of social skills or behavioral problems (SSRS and CBCL indi

67 Additionally, although verbal social skills positively affected most dimensions of nur

68 ual Achievement Test [WIAT]), social skills (Social Skills Rating System [SSRS]), and behavioral prob

69 nt reports on the Conners' Rating Scales and Social Skills Rating System.

70 onners' Rating Scales and by teachers on the Social Skills Rating System.

71 curriculum uses 30 specific lessons to teach social skills related to anger management, impulse contr

72 images had 1) worse cognitive, language, and social skills relative to toddlers with ASD who strongly

73 Moreover, participants who reported better social skills showed stronger covariance between hippoca

74 echsler Individual Achievement Test [WIAT]), social skills (Social Skills Rating System [SSRS]), and

75 s' Parent Rating Scale indices; P < .05) and social skills (SSRS and CBCL indices; P < .05).

76 may have driven their qualitatively greater social skill, suggesting that strict partition of physic

77 phrenia is more predictive of acquisition of social skills than are symptoms.

78 arent-assisted group treatment which teaches social skill through learning and practicing sets of rul

79 ewed controlled treatment outcome studies of social skills training and family interventions.

80 d the effectiveness of behaviorally oriented social skills training and supportive group therapy for

81 Social skills training did not significantly decrease th

82 s pilot study was to compare the efficacy of social skills training for individuals with schizophreni

83 Social skills training improves social skills but has no

84 nts were randomly assigned to receive either social skills training or supportive group therapy twice

85 There were significant main effects favoring social skills training over supportive group therapy on

86 interactions indicated that the advantage of social skills training over supportive group therapy was

87 Social skills training produces improvement on specific

88 These findings suggest that social skills training resulted in greater improvement i

89 hancement, and academic, organizational, and social skills training techniques were associated with i

90 A social skills training that provides useful information

91 improvement in social outcomes occurred when social skills training was combined with a pharmacologic

92 Social skills training was significantly more efficaciou

93 Significant findings for CBT, social skills training, and cognitive remediation for ov

94 otivational enhancement, relapse prevention, social skills training, and psychoeducation.

95 gative symptoms appear amenable to intensive social skills training, but schizophrenic patients with

96 ew articles by summarizing the literature on social skills training, family interventions, cognitive

97 erent family intervention models, as well as social skills training, is supported by a large body of

98 at would carry them throughout life, through social skills training, parent behavior-management train

99 clearly improve their social competence with social skills training, which may translate into a more

100 nt with psychosocial occupational therapy or social skills training, with the latter conducted by par

101 interviewing, a urinalysis contingency, and social skills training.

102 ficit negative symptoms received 12 weeks of social skills training.