"Psychoeducational Assessment of Preschool Children," Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive,…

The purpose of this article is to critically review the literature on parent-implemented interventions aimed at promoting and enhancing the social and communicative behavior of young children with autism spectrum disorders. Twelve parent-implemented intervention studies that were conducted, at least in part, in home environments and were published…

Research shows that a child's social and behavioral skills affect the development of cognitive and physical abilities. Set students on a path to success and have fun doing it with this activity-packed second edition of "Wanna Play". The authors provide hundreds of activities that help children learn how to behave appropriately and make friends.…

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…

Self-regulation and self-determination are part of a continuum of behaviors that are acquired through interaction with the social and physical environment and through problem solving based on experiences that begin in infancy and build throughout early childhood. These abilities should be nurtured early for all children, especially within the…

In an examination of the association of shared positive affect during 2 communicative contexts, it was found that 18 normal children displayed positive affect toward an adult during joint attention situations, while 18 autistic children did not. Eighteen mentally retarded children displayed high levels of positive affect during requesting as well…

The manual presents a curriculum designed for use with emotionally disturbed adolescents. The curriculum is designed to help students learn skills needed to behave in a socially competent manner and to provide teachers with a systematic approach to their instruction. The curriculum consists of four units (self control, problem solving,…

This edition of the newsletter of the National Information Center for Handicapped Children and Youth introduces methods used to change children's behavior and help them acquire the skills needed to work with others, have friendships, achieve independence, and enjoy normal social relationships. Brief articles have the following titles: "Social…

This monograph presents a rationale for proactive social skills training for persons with mental retardation as well as over 100 examples of such instruction across the K-12 continuum. Chapter 1 provides a conceptual framework of social competence with principles of what, when, and how to teach social skills. Chapter 2 discusses the direct…

This guide was prepared to facilitate the practitioner's selection of formal tests for evaluating communicative behavior in clinical infant populations during the first year of life. Clinical instruments with particular emphasis on communication and emerging language and speech abilities were identified in terms of publishers' recommended…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

Fifteen preschool children with mild mental retardation (developmental delays) were observed during play with nondisabled peers. Children with delays showed less social play, more disruptive entry, more regressive behaviors, and less positive affect; their level of social play related to developmental age and communication ability but not to…

The first of 11 documents on the Hawaii Integration Project (HIP) of severely disabled students presents information on ways to tailor social studies lessons for lower elementary nonhandicapped students (K-3). The curriculum stresses similarities among students and the importance of students learning from each other. Unit I explores similarities…

The preschool and kindergarten years are the best time to help children establish a positive cycle in their social relations. Teachers and caregivers can provide models of interactive skills, set patterns for class interaction, and provide help to children who are in the process of acquiring and strengthening social understanding and skills. The…

Designed for students in grades K-3, the program focuses on nurturing individual student growth through sequential class activities that stimulate a positive social climate within the classroom. Based on group process and child development research, the teacher's handbook focuses on skills in the areas of friendship, communication, and…