Psychological Research in Individuals with Exceptional Needs (PRIEN)

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.

This study aims to explore the strategies employed by counselors to support the emotional well-being of gifted adolescents. Recognizing the unique emotional and social challenges faced by this population, the research seeks to identify effective counseling practices that can be implemented to foster a supportive environment and address their specific needs. A qualitative research design was employed, utilizing semi-structured interviews with 21 counselors who have extensive experience working with gifted adolescents. The participants were purposefully selected to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interview data, with NVivo software assisting in the organization and coding of themes and subthemes. The analysis revealed three primary themes in the counseling strategies for supporting the emotional well-being of gifted adolescents: Building Trusting Relationships, Developing Emotional Regulation Skills, and Promoting Social Connections. Key strategies within these themes included establishing rapport, maintaining confidentiality, personalizing approaches, teaching coping strategies, stress management techniques, encouraging self-expression, facilitating peer interaction, and involving families. These strategies align with existing literature, highlighting the importance of empathetic, individualized, and holistic approaches in counseling gifted adolescents. The study underscores the critical role of counselors in addressing the emotional and social challenges faced by gifted adolescents. Effective strategies involve building strong, trusting relationships, developing emotional regulation skills, and promoting social connections. These findings suggest that a comprehensive approach, which includes personalized support and proactive engagement, is essential for fostering the emotional well-being of gifted adolescents. Future research should further explore the perspectives of gifted adolescents and the long-term impacts of these counseling strategies.

This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic analysis to identify key themes and subthemes related to the implementation, benefits, and challenges of peer-mediated instructional strategies. The study identified five key implementation strategies: training and professional development, collaborative planning, resource availability, student pairing, and monitoring and feedback mechanisms. Educators reported numerous benefits, including academic improvement, social skills development, increased inclusion and acceptance, peer leadership, motivation and engagement, and behavioral improvements. However, they also highlighted significant challenges, such as time constraints, lack of resources, diverse student needs, teacher preparedness, peer dynamics, administrative support, and difficulties in evaluation and assessment. Based on these findings, the study recommends policy changes, enhanced teacher training programs, the development of collaborative networks, flexible implementation models, and increased student involvement. Peer-mediated instructional strategies show great potential for enhancing inclusive education by fostering academic and social benefits for all students. However, successful implementation requires addressing challenges related to resource availability, teacher preparedness, and administrative support. By prioritizing comprehensive training, collaborative planning, and adequate resources, educators and policymakers can improve the effectiveness of inclusive education practices.

This study aims to explore therapists' experiences with nonverbal communication techniques in psychotherapy for children with autism. This qualitative study employed a phenomenological approach to gain in-depth insights into therapists' experiences. Sixteen licensed therapists with at least two years of experience working with children with autism were selected through purposive sampling. Data were collected through semi-structured interviews, each lasting 60-90 minutes, and were transcribed verbatim for analysis. Thematic analysis was conducted to identify key themes and patterns in the data. NVivo software was used to facilitate the organization and analysis of qualitative data, ensuring rigor through triangulation, member checking, and maintaining an audit trail. The analysis revealed four main themes: implementation of nonverbal techniques, perceived effectiveness, challenges and barriers, and strategies for overcoming barriers. Therapists reported using a variety of nonverbal techniques such as gestures, facial expressions, eye contact, body language, and physical proximity. These techniques were perceived as highly effective in enhancing understanding, emotional connection, behavioral improvements, and self-expression in children with autism. However, challenges such as therapist-child compatibility, resource limitations, environmental factors, and inconsistent parental involvement were noted. Strategies to overcome these challenges included continuous training, collaborative approaches, adaptive techniques, creating supportive environments, and leveraging technology. Nonverbal communication techniques are essential in psychotherapy for children with autism, significantly enhancing therapeutic outcomes. Despite challenges, these techniques, when tailored to individual needs and supported by continuous training and collaboration, can greatly benefit children with autism. Future research should focus on larger and more diverse samples, quantitative measures of effectiveness, and the role of cultural sensitivity in nonverbal communication strategies.

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.

This study aims to investigate the predictive value of emotional maturity and problem-solving skills on neurobehavioral functioning in adolescents with autism. A cross-sectional design was employed, involving 282 adolescents aged 12-18 diagnosed with autism spectrum disorder (ASD). Participants were assessed using the Behavior Assessment System for Children, Second Edition (BASC-2) for neurobehavioral functioning, the Emotional Maturity Scale (EMS), and the Social Problem-Solving Inventory-Revised (SPSI-R). Pearson correlation analysis and linear regression were conducted using SPSS version 27 to examine the relationships and predictive power of emotional maturity and problem-solving skills on neurobehavioral functioning. Descriptive statistics revealed mean scores of 78.54 (SD = 10.37) for neurobehavioral functioning, 84.29 (SD = 12.51) for emotional maturity, and 81.75 (SD = 11.68) for problem-solving skills. Pearson correlation showed significant positive correlations between neurobehavioral functioning and emotional maturity (r = 0.45, p = 0.001), and problem-solving skills (r = 0.38, p = 0.005). Regression analysis indicated that emotional maturity (B = 0.32, p = 0.001) and problem-solving skills (B = 0.29, p = 0.005) significantly predicted neurobehavioral functioning, explaining 27% of the variance (R² = 0.27). The study demonstrates that higher levels of emotional maturity and problem-solving skills are associated with better neurobehavioral functioning in adolescents with autism. These findings underscore the importance of incorporating emotional and cognitive skill development in interventions to enhance neurobehavioral outcomes for this population. Future research should adopt longitudinal designs to explore these relationships over time and include diverse populations for broader applicability.