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PubMed2007

Parent report of stereotyped behaviors, social interaction, and developmental disturbances in individuals with Angelman syndrome.

Research examining autistic symptoms in Angelman syndrome (AS) is limited. The goal of this study was to further characterize the nature of stereotyped behaviors, social interaction deficits, and developmental disturbances in individuals with AS. Parents of 248 individuals between the ages of 3 and 22 completed a survey of autistic symptomatology by mail, the Gilliam Autism Rating Scale. Results confirmed a high degree of developmental delay and limited expressive language skills. In terms of stereotyped behaviors and social interaction, areas of convergence and divergence between AS and behaviors typically associated with autism spectrum disorders are described. The relationship between child characteristics (age, gender, seizure disorder, genetic subtype) and autistic symptomatology are discussed.

Adolescent↗
PubMed2005

Social circuits: peptidergic regulation of mammalian social behavior.

Mammals have developed patterns of social relationships that enhance the survival of individuals and maximize the reproductive success of species. Although social stimuli and social responses are highly complex, recent studies are providing substantial insights into their neural substrates. Neural pathways employing the nonapeptides vasopressin and oxytocin play a particularly prominent role both in social recognition and the expression of appropriate social responses. New insights into social neuroscience are discussed, along with the relevance of this rapidly developing field to human relationships and disease processes.

Animals↗
PubMed1975

[Social behavior, musicality and visual perception in monogloid children (author's transl)].

Forty-nine mongoloid and 48 non-mongol test persons of equivalent age and intelligence were selected and studied with respect to social behavior, speech disorders (observation of behavior), musicality and visual perception. There were significant differences in favor of the mongols with respect to social adaption. Speech disorders of all kinds occurred significantly more frequently in mongol children; stuttering was significantly more frequent in the boys. The mongol group did significantly better in the musicality test; the difference in the rhythmical part was highly significant. The average differences in the capacity for visual discrimination of colors, geometrical forms and the spatial relationship of geometrical forms were not significant.

Adolescent↗
PubMed2003

Effects from prenatal exposure to alprazolam on the social behavior of mice offspring.

OBJECTIVE: The purpose of this study was to conduct, in a randomized placebo-controlled manner, social behavior testing on mice offspring that were exposed prenatally to alprazolam. STUDY DESIGN: A previously described, clinically relevant dose of 0.32 mg/kg of alprazolam (n=8 mice) or a placebo (n=9 mice) was given to gravid C57BL/6 mice by gavage on gestational day 18. Social play, sleep/wake patterns, and male aggression of the exposed offspring were assessed during prejuvenile, juvenile, and adult periods. RESULTS: Alprazolam did not produce treatment differences in pregnancy outcomes or in dam-pup interactions. Compared with the placebo group, alprazolam-exposed offspring demonstrated less desire to escape (P<.01), more desire to remain alone (P<.02), and shorter periods of being awake (P<.03) on PND 17. Alprazolam-exposed male offspring exhibited more aggression on food restriction (P<.01) and on cage changing (P<.01). CONCLUSION: Mice offspring that were exposed prenatally to alprazolam demonstrated more individual rather than group activities, avoidance of open areas, and aggression in males. Correlation of these findings in humans is encouraged.

Aggression↗
PubMed2006

Refinement of the Children's Social Behavior Questionnaire (CSBQ): an instrument that describes the diverse problems seen in milder forms of PDD.

The objective of this study was to refine the Children's Social Behavior Questionnaire (CSBQ), to reduce its length, and to verify its psychometric properties. The CSBQ is a questionnaire for parents or caregivers of children with PDD. The items describe a broad range of features that are typical of PDD, particularly in its milder forms. Based on conceptual judgment and factor analyses, the number of items was reduced from 96 to 49. Six subscales were constructed to allow a differentiated description of PDD problems. Estimates for internal, test-retest, and inter-rater reliability, and for convergent and divergent validity were good. Different clinical and control groups showed the hypothesized patterns in nature and degree of their problems.

Adolescent↗
PubMed2026

The social behavioral phenotype of Kabuki syndrome.

OBJECTIVE: This study describes the social-communication and behavioral profile associated with Kabuki syndrome (KS), including exploratory comparisons between individuals with a pathogenic variant in KMT2D (KS1) versus KDM6A (KS2). METHOD: Thirty-five caregivers of children/adults with KS (25F, Mage&#x2009;=&#x2009;13.45, SD&#x2009;=&#x2009;7.60) completed the Social Responsiveness Scale 2nd Edition (SRS-2), Colorado Learning Difficulties Questionnaire, and/or Strengths and Difficulties Questionnaire. Descriptive analyses and non-parametric tests were conducted to examine behavioral trends in the entire cohort and to explore differences in social behaviors and autism characteristics between those with KS1 versus KS2. RESULTS: About a third of the sample have a prior diagnosis of autism spectrum disorder, with rates more elevated in KS2 versus KS1 (67% vs. 23%). In the full cohort, 72% fell in borderline/clinical ranges for Peer Problems, while only 3% yielded atypical scores for Prosocial Behaviors. Those with KS1 were rated to show most challenges in restricted/repetitive behaviors (RRBs), which fell in the moderately severe range, compared to other social domains (social communication, social awareness, social motivation). In contrast, social motivation was the sole area rated within normal limits. CONCLUSION: Those with KS2 showed greater difficulties across all social behavior/cognitive domains than KS1 counterparts, albeit both presented with similar severity in RRB and prosocial behaviors. Prominent features of the KS social behavioral phenotype include pronounced difficulties with inflexible behaviors and restricted interests juxtaposed with strong prosocial tendencies. KS2 may confer increased risk for autism-related characteristics, underscoring the need for more systematic investigations.

Humans↗
PubMed1993

Eukaryotic-like protein serine/threonine kinases in Myxococcus xanthus, a developmental bacterium exhibiting social behavior.

Myxococcus xanthus, a gram-negative bacterium exhibits a spectacular life cycle and social behavior. Its developmental cycle and multicellular morphogenesis resemble those of eukaryotic slime molds such as Dictyostelium discoideum. On the basis of this resemblance, we explored the existence of eukaryotic-like protein serine/threonine kinases which are known to play important roles in signal transduction during development of D. discoideum. It was indeed found that M. xanthus contains a large family of protein serine/threonine kinases related to the eukaryotic enzymes. This is the first unambiguous demonstration of eukaryotic-like serine/threonine kinases in the prokaryotes.

Amino Acid Sequence↗
PubMedDate not supplied

[Sexual differences in the social behavior of lower catarrhine monkeys (exemplified by grooming in stumptail macaques)].

The structure of social relationships was studied in three groups of stumptail macaques: two groups consisted of macaques of different sexes and one group consisted of males only. In the all-male group, as compared to the groups with different sexes, the social hierarchy was less strict and the social status and resulting grooming depended to a great extent on the age. The attractiveness of individuals as objects was the most variable aspect of grooming. The attractiveness increased with age, while individual preferences were less distinct.

Aging↗
PubMedDate not supplied

LD, interpersonal understanding, and social behavior in the classroom.

This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.

Adaptation, Psychological↗
PubMed1992

A comparison of the verbal social behavior of adolescents with behavioral disorders and regular class peers.

Improved social functioning of adolescents with behavioral disorders (BD) is of critical importance for the successful integration of these students in school, domestic, vocational, and community settings. Three comparisons were addressed in the study; overall verbal responding of BD adolescents was compared to verbal responding of their regular class peers, verbal responding of the same BD adolescents was compared across their self-contained and mainstreamed settings, and responding of the BD adolescents when in mainstreamed settings was compared to responding of regular class peers. Portable microcomputers were used to collect data across 10 categories of verbal responding for 14 BD adolescents and 14 regular class peers. Results supported several general conclusions: (a) Adolescents with behavioral disorders engaged in more negative verbal responding than their regular class peers; (b) BD adolescents exhibited less inappropriate verbal behavior when in the mainstream than when self-contained; and (c) when in the mainstream, the verbal behavior of BD students was similar to that of their regular class peers. Implications of the general and specific differences that emerged from the comparisons were presented and discussed.

Adolescent↗
PubMed2006

The National Institutes of Health (NIH) State-of-the-Science Conference on Preventing Violence and Related Health-Risking Social Behaviors in Adolescents - a commentary.

Although youth in the United States remain substantially more violent than adolescents and young adults in most industrial countries, the National Institutes of Health's (NIH) State-of-the-Science Conference on Preventing Violence and Related Health-Risking Social Behaviors in Adolescents identified many reasons for optimism about our capacity to develop effective prevention and intervention responses. The research is getting better and contrary to popular opinion we do know a lot about what does work. Future advances will depend upon our insistence on the use of effectiveness evidence and the development of a taxonomy which will facilitate cross disciplinary communication.

Adolescent↗
PubMed1988

The social behavior of peer-identified aggressive, withdrawn, and aggressive/withdrawn children.

The behavioral patterns associated with peer ratings of aggression and withdrawal were explored. First, a discriminant function analysis (N = 74) using seven observational variables was found to significantly identify groups of Aggressive, Withdrawn, and Contrast fourth- and fifth-grade girls and boys. Aggressive/Withdrawn children were not distinguishable from Contrasts. In subsequent analyses comparing the behaviors of children in the four groups at two schools (total N = 117), children in the Aggressive and Withdrawn groups each showed distinctive patterns of social behavior, which were consistent across the two schools. The behavior of the Aggressive/Withdrawn children was not significantly different from that of Contrast children. However, results from one school suggested that Aggressive/Withdrawn children may receive a disproportionate amount of aggression from peers. Finally, the behavior patterns displayed by the deviant groups were similar for girls and boys, allowing for sex differences in base rates of playground behavior. These results confirm the observability of peer-identified patterns of aggression and withdrawal, and provide a detailed description of the behavior of such children in a free-play situation.

Aggression↗
PubMed2003

Molecular genetic approaches to the study of primate behavior, social organization, and reproduction.

In the past several decades, the development of novel molecular techniques and the advent of noninvasive DNA sampling, coupled with the ease and speed with which molecular analyses can now be performed, have made it possible for primatologists to directly examine the fitness effects of individual behavior and to explore how variation in behavior and social systems influences primate population genetic structure. This review describes the theoretical connections between individual behavior and primate social systems on the one hand and population genetic structure on the other, discusses the kinds of molecular markers typically employed in genetic studies of primates, and summarizes what primatologists have learned from molecular studies over the past few decades about dispersal patterns, mating systems, reproductive strategies, and the influence of kinship on social behavior. Several important conclusions can be drawn from this overview. First, genetic data confirm that, in many species, male dominance rank and fitness are positively related, at least over the short term, though this relationship need not simply be a reflection of male-male contest competition over mates. More importantly, genetic research reveals the significance of female choice in determining male reproductive success, and documents the efficacy of alternative mating tactics among males. Second, genetic data suggest that the presumed importance of kinship in structuring primate social relationships needs to be evaluated further, at least for some taxa such as chimpanzees in which demographic factors may be more important than relatedness. I conclude this paper by offering several suggestions of additional ways in which molecular techniques might be employed in behavioral and ecological studies of primates (e.g., for conducting "molecular censuses" of unhabituated populations, for studying disease and host-parasite interactions, or for tracking seed fate in studies of seed dispersal) and by providing a brief introduction to the burgeoning field of nonhuman primate behavioral genetics.

Animals↗
PubMed1994

Acquisition and generalization of social behaviors in language-disabled deaf adolescents.

In the present study, two experiments were conducted in which the effectiveness of a training package was assessed on the acquisition and generalization of five social behaviors with language-disabled and severe language-disabled deaf adolescents. The training package encompassed modeling, self-monitoring, self-reinforcement, and mediator-directed supervision and feedback. Procedures to promote generality of effects and social validity of the procedures were used as well. Target behaviors were Initiating Interaction, Turn Waiting, Keeping to the Subject, Communicating Orally, and Using Correct Sentences. Data were collected within a multiple baseline design across behaviors. Results indicated that the training package was effective in improving the performance of all participants. However, increases in percentage of appropriate target behaviors were more substantial for the language-disabled deaf adolescents than for the severely language-disabled deaf adolescents. Maintenance of effects was demonstrated as well.

Adolescent↗