The article reviews the literature on three major social learning constructs advanced to explain the etiology of reactive depression in children and adolescents: learned helplessness, social skill deficits, and coercive reinforcement patterns. Implications for classroom management are noted. (CL)

The article presents a historical overview of social interaction research focusing on handicapped children which was conducted at George Peabody College (Vanderbilt University). Topics discussed include defining reciprocal interaction, refining the definition of social interaction, research on generalization, and social integration with…

In the context of a response to other articles contained in a special issue on social interaction skills of handicapped students, trends in developing social interaction skills of behavior disordered students are discussed, including current training issues and procedures as well as suggestions for future research and program development. (JW)

The concept of entrapment, viewed as a conceptual framework for social interaction skills training, is a behavioral process whereby newly acquired social responses come under the control of naturally occurring reinforcers, usually the social behavior of peers. Selection of target behaviors and intervention procedures to promote entrapment are…

Research on social interaction of severely disabled adolescents is reviewed. A conceptual model for research and instruction is based on the reciprocal exchange of responses between two interactants. Among topics addressed are peer initiation strategies, teaching disabled students to initiate, the environmental context, social scripts, and school…

This review of 27 studies examining social skills interventions (such as modeling, role playing, goal setting, and verbal self-instruction) and their effects on students with behavior problems found a number of interventions to be successful. The interventions yielded changes in self, teacher, and parent perceptions, though peer perceptions were…