Background: Kindergartens and other preschool facilities provide preschool children with an important setting for social interactions. Social interaction supports the development of social skills in children and is associated with better subsequent performance in arithmetic. Objective: This study reviewed the literature to; (a) identify targets…

Past studies of the treatment of Milgram's obedience experiments in social psychology textbooks from the 1960s to the 1990s discovered an evolving "Milgram-friendly" coverage style (dealing with criticisms of his experiments either summarily, in a pro-Milgram manner, or not at all). We examined 10 current social textbooks to determine…

This introduction to and overview of a special issue on social behavior assessment within schools discusses the impact of function-based methodologies on assessment and intervention practices in identification and remediation of challenging social behaviors. (JDD)

This paper explores the issues surrounding the study of higher education, usually involving the analysis of structural-functionalism, to less tradition-bound areas representing idealism. It examines these issues through the theoretical framework of symbolic interactionism which, it is noted, rests in the interpretive paradigm. The paper begins…

Resolution of serious behavior problems requires individual functional assessment of the events that predict and maintain the challenging behavior and identification of contextual factors that are relevant to effective behavioral support. Functional assessment can involve review of school records, interviews, rating scales, direct observation, and…

This literature review on the importance of play in the development of children focuses on play differences of exceptional children, methods of observing and assessing play, play interventions, the use of toys and playthings, the role of nonhandicapped peers in play, the physical environment for play, and the role of adults. The paper concludes…

This article discusses the nature of joint attention, its measurement, and why this behavior domain is important for diagnosis and research with individuals with autism. Criteria in the current nosology related to the assessment of joint attention skills are reviewed and recommendations are made for assessment and intervention. (Contains…

A symbolic interactionist approach to evaluation views the evaluator as an observer of group behavior in which individual action aligns with collective action. The evaluator attempts to discover what is actually going on in the program being evaluated. Though the interactionist approach frees the program manager from having to articulate goals, it…

Reviews extant research on children's social skills, including their ability to modulate their feelings, their social cognitions, and their behaviors within the context of peer interaction, as measures of social competence. Examines definitions of social competence in light of assessments of children's performance. Offers policy recommendations…

This paper reviews functional analysis' historical development as an important pretreatment assessment and analysis strategy for academic and social behavior problems. It examines seminal and influential studies to document historical and contemporary progression, functional analysis' contributions, and future directions. Conclusions focus on…

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…

This article provides an overview of the literature on relational aggression of school-aged children and adolescents, with the specific aim of making this information relevant to school settings and education professionals. Relational aggression is discussed in terms of definitions, terms, and the importance of the school context. The literature…

Assessment of social skills is not viewed as an encapsulated diagnostic process but as one with ongoing impact on intervention programs. Assessment procedures which have developed from behavioral and social learning approaches to treatment appear to be reliable and useful. (Author/CP)

This article on the social behavior problems of children with language disorders who have or are at risk for developing emotional or behavioral disorders examines: prevalence of these disorders, social functioning of these children, early precursors to social competence, relationship challenges of school-age children, implications for assessment…

The importance of using data collection and analysis procedures to monitor academic and social behavior progress of students with emotional and behavioral disorders is the focus of this article. After reviewing literature supporting the efficacy of data collection procedures used in classrooms for students with disabilities, issues regarding the…