The Experts below are selected from a list of 69 Experts worldwide ranked by ideXlab platform
Jina Jang - One of the best experts on this subject based on the ideXlab platform.
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comparing social Skill profiles of children with autism spectrum disorders versus children with attention Deficit hyperactivity disorder where the Deficits lie
Research in Autism Spectrum Disorders, 2013Co-Authors: Paige E Cervantes, Johnny L Matson, Hilary L Adams, Lindsey W Williams, Rachel L Goldin, Jina JangAbstract:Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention Deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social Skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social Skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific Skill Deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social Skills whereas children with ADHD demonstrated social Skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social Skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social Skill Deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific Deficits observed within each disorder.
Paige E Cervantes - One of the best experts on this subject based on the ideXlab platform.
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comparing social Skill profiles of children with autism spectrum disorders versus children with attention Deficit hyperactivity disorder where the Deficits lie
Research in Autism Spectrum Disorders, 2013Co-Authors: Paige E Cervantes, Johnny L Matson, Hilary L Adams, Lindsey W Williams, Rachel L Goldin, Jina JangAbstract:Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention Deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social Skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social Skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific Skill Deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social Skills whereas children with ADHD demonstrated social Skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social Skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social Skill Deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific Deficits observed within each disorder.
Dieter Verhaest - One of the best experts on this subject based on the ideXlab platform.
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Are Skill Deficits always Bad? Toward a Learning Perspective on Skill Mismatches
2020Co-Authors: Rolf Van Der Velden, Dieter VerhaestAbstract:Abstract The explicit assumption in most literature on educational and Skill mismatches is that these mismatches are inherently costly for workers. However, the results in the literature on the effects of underqualification or underSkilling on wages and job satisfaction only partly support this hypothesis. Rather than assuming that both Skill surpluses and Skill Deficits are inherently costly for workers, we interpret these mixed findings by taking a learning perspective on Skill mismatches. Following the theory of Vygotski on the so-called “zone of proximal development,” we expect that workers who start their job with a small Skill Deficit, show more Skill growth than workers who start in a matching job or workers with a more severe Skill Deficit. We test this hypothesis using the Cedefop European Skills and jobs survey (ESJS) and the results confirm these expectations. Workers learn more from job tasks that are more demanding than if they would work in a job that perfectly matches their initial Skill level and this Skill growth is largest for those who start with a small Skill Deficit. The learning opportunities are worst when workers start in a job for which they have a Skill surplus. This is reflected in the type of learning activities that workers take up. Workers with a small Skill Deficit are more often engaged in informal learning activities. Finally, workers who started with a small Skill Deficit are no less satisfied with their job than workers who started in a well-matched job. We conclude that a Skill match is good for workers, but a small Skill Deficit is even better. This puts some responsibility on employers to keep job tasks and responsibilities at a challenging level for their employees.
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Are Skill Deficits always bad? Towards a learning perspective on Skill mismatches
Research in Labor Economics, 2017Co-Authors: Rolf Van Der Velden, Dieter VerhaestAbstract:Abstract The explicit assumption in most literature on educational and Skill mismatches is that these mismatches are inherently costly for workers. However, the results in the literature on the effects of underqualification or underSkilling on wages and job satisfaction only partly support this hypothesis. Rather than assuming that both Skill surpluses and Skill Deficits are inherently costly for workers, we interpret these mixed findings by taking a learning perspective on Skill mismatches. Following the theory of Vygotski on the so-called “zone of proximal development,” we expect that workers who start their job with a small Skill Deficit, show more Skill growth than workers who start in a matching job or workers with a more severe Skill Deficit. We test this hypothesis using the Cedefop European Skills and jobs survey (ESJS) and the results confirm these expectations. Workers learn more from job tasks that are more demanding than if they would work in a job that perfectly matches their initial Skill level and this Skill growth is largest for those who start with a small Skill Deficit. The learning opportunities are worst when workers start in a job for which they have a Skill surplus. This is reflected in the type of learning activities that workers take up. Workers with a small Skill Deficit are more often engaged in informal learning activities. Finally, workers who started with a small Skill Deficit are no less satisfied with their job than workers who started in a well-matched job. We conclude that a Skill match is good for workers, but a small Skill Deficit is even better. This puts some responsibility on employers to keep job tasks and responsibilities at a challenging level for their employees.
Rachel L Goldin - One of the best experts on this subject based on the ideXlab platform.
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comparing social Skill profiles of children with autism spectrum disorders versus children with attention Deficit hyperactivity disorder where the Deficits lie
Research in Autism Spectrum Disorders, 2013Co-Authors: Paige E Cervantes, Johnny L Matson, Hilary L Adams, Lindsey W Williams, Rachel L Goldin, Jina JangAbstract:Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention Deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social Skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social Skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific Skill Deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social Skills whereas children with ADHD demonstrated social Skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social Skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social Skill Deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific Deficits observed within each disorder.
Johnny L Matson - One of the best experts on this subject based on the ideXlab platform.
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comparing social Skill profiles of children with autism spectrum disorders versus children with attention Deficit hyperactivity disorder where the Deficits lie
Research in Autism Spectrum Disorders, 2013Co-Authors: Paige E Cervantes, Johnny L Matson, Hilary L Adams, Lindsey W Williams, Rachel L Goldin, Jina JangAbstract:Abstract Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention Deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social Skill profiles of children with ASD and children with ADHD ages 6–9 years old and 10–16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social Skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific Skill Deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social Skills whereas children with ADHD demonstrated social Skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social Skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social Skill Deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific Deficits observed within each disorder.
