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Showing 1 to 15 of 17 results Save | Export
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Justin B. Leaf; Donna Townley-Cochran; Mitchell Taubman; Joseph H. Cihon; Misty L. Oppenheim-Leaf; Alyne Kassardjian; Ronald Leaf; John McEachin; Tammy Galensky Pentz – Review Journal of Autism and Developmental Disorders, 2015
Teaching social behaviors and other pro-social skills is an important component of intervention for individuals diagnosed with an autism spectrum disorder (ASD). Today, there are several procedures which are being implemented clinically and evaluated empirically to improve the overall social behaviors of individuals diagnosed with ASD. Two of…
Descriptors: Interpersonal Competence, Prosocial Behavior, Social Development, Autism Spectrum Disorders
Ross, Ruth Herron; Roberts-Pacchione, Beth – Corwin, 2011
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.…
Descriptors: Direct Instruction, Behavior Problems, Early Intervention, Interpersonal Relationship
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Cho, Hyun-Jeong; Palmer, Susan B. – Young Exceptional Children, 2008
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…
Descriptors: Visual Impairments, Caregivers, Infants, Toddlers
Gunter, Phil; And Others – Pointer, 1984
Teaching social skills to mainstreamed handicapped children can be accomplished by prompting, praising, using graduated guidance, and capitalizing on incidental teaching. (CL)
Descriptors: Disabilities, Elementary Education, Interaction, Interpersonal Competence
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Schloss, Patrick J.; And Others – American Annals of the Deaf, 1983
The paper reviews eight major classroom strategies ranging from environmental management to skill training approaches designed to enhance social competence of hearing impaired students. Observational procedures are discussed for identifying individual program approaches that surpass the general strategies. (Author/CL)
Descriptors: Classroom Techniques, Elementary Secondary Education, Hearing Impairments, Interaction
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Schumaker, Jean Bragg; And Others – Focus on Exceptional Children, 1983
The importance of teaching mildly handicapped adolescents to respond appropriately in social situations is emphasized, five important considerations in selecting social skills curricula for this population are discussed, three examples of social skills projects and their products are described, and 12 specific curricula summarized. (CL)
Descriptors: Curriculum Development, Curriculum Guides, Interaction, Interpersonal Competence
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Kasari, Connie; And Others – Journal of Autism and Developmental Disorders, 1990
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…
Descriptors: Affective Behavior, Attention, Autism, Communication Skills
Stainback, William; And Others – Education and Training of the Mentally Retarded, 1981
Three approaches to encouraging interactions between severely handicapped and nonhandicapped students in integrated classrooms are cited: designing and organizing the classroom, training socialization skills to the severely retarded, and training nonhandicapped students to interact with severely retarded students. Research on each is reviewed.…
Descriptors: Interaction, Interpersonal Competence, Mainstreaming, Peer Relationship
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Calhoun, Mary Lynne; And Others – Teaching Exceptional Children, 1989
This "Special Focus" section contains three papers which explore social reciprocity interventions for young children with severe handicaps, by describing ways to help parents read and respond to their infants' behavior, help children respond to their caregivers, and help parents and their children have pleasant experiences within the community.…
Descriptors: Infants, Interaction, Interpersonal Communication, Intervention
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Lalli, Joseph S.; And Others – Journal of Applied Behavior Analysis, 1991
Five adults with developmental disabilities were trained on six interactional skill areas using the "Sorry" game format. The study involved natural environment training, role playing, and modeling of correct responses only as an error correction procedure during training. All participants increased their use of trained behaviors during…
Descriptors: Adults, Developmental Disabilities, Generalization, Instructional Effectiveness
Smith, Sally L. – Pointer, 1988
Interpersonal relationships should be an important part of learning-disabled students' curricula and should focus on appropriate classroom behavior, the impact of poor language skills on socialization, resistance to change, establishing degrees of value and priorities, cause-effect relationships in human interaction, planning/organizational…
Descriptors: Elementary Secondary Education, Interaction, Interpersonal Competence, Interpersonal Relationship
Voeltz, Luanna; And Others – 1983
The manual describes the Special Friends Program, an approach to prepare handicapped and nonhandicapped children for social interactions with one another. The program emphasizes social, play, and leisure interchanges that facilitate social skill development by both severely handicapped and nonhandicapped children. Following a review of the…
Descriptors: Elementary Secondary Education, Friendship, Interaction, Interpersonal Competence
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Lieber, Joan; Beckman, Paula J. – Focus on Exceptional Children, 1991
This paper reviews what is known about social coordination in young children with disabilities, describes how social coordination develops in children with and without disabilities, discusses the role of social coordination in developing social competence, examines how available assessments of social skills address the concept of social…
Descriptors: Disabilities, Early Childhood Education, Evaluation Methods, Interaction
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Boyd, Brian A.; Alter, Peter J.; Conroy, Maureen A. – Beyond Behavior, 2005
Many terms have been used to describe the perseverative behavior displayed by children with autism, including "circumscribed, narrow, obsessive, restricted, or special interests." Past researchers have focused on the punishment of such perseverative behaviors by individuals diagnosed with autism, and many parents and teachers also may be inclined…
Descriptors: Prosocial Behavior, Autism, Student Interests, Antisocial Behavior
Rezmierski, Virginia E. – Pointer, 1987
The article examines the critical differences between discipline and punishment, discusses the dynamics in the interaction between discipliners and youths, and describes adult responses appropriate for different developmental stages. Focus is on the development of the adolescent's understanding, the processes involved, the behavioral stages, and…
Descriptors: Adolescent Development, Behavior Problems, Developmental Stages, Discipline
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