Study examined peer sensitivity to (1) differences in the social behaviors of hyperactive and normal comparison peers, and (2) medication-related behavioral differences. Discussion focused on children's detection of treatment-related differences in social behaviors of peers, as well as on the imperfect relation between social behavior and social…

Although role or perspective taking has been considered important for the development of mature social thought and behavior, and training for perspective taking has been used to remediate deficient behavior, few studies with either normal or disturbed populations have examined naturally occurring behaviors expected to correlate with…

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD (n = 49) were compared on nine measures in academic, behavioral, and social domains using…

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

The Walker-McConnell Scale of Social Competence and School Adjustment is intended for screening and identifying elementary-aged school children with social skill deficits. The instrument is divided into two components covering adaptive classroom behavior and interpersonal social skills. This paper describes the test's administration, summation of…

This study, with 367 sixth grade pupils, found that pupils with negative realistic self-concept were more susceptible to behavior problems and were less likely to be popular working partners than were pupils with positive realistic self-concept. (Author/DB)

Task-related and social behaviors of preschool children (n=21) at risk for behavior problems were examined in two school settings, a structured instructional context and an unstructured free play context. Results indicated that group differences in on-task, aggressive, and prosocial behavior depended on context. (Author/DB)

A review of research regarding the self-concept, locus of control, temperament, problem behavior, and social status of learning-disabled (LD) adolescents reveals a general lack of information, conflicting results, and methodological pitfalls inherent in the study of LD adolescent personality and behavioral development. (CB)

Responds to criticism of research into the development of sociomoral reasoning of deaf children. Defends research methodology and asserts that the criticism does not accurately interpret their hypotheses. Concludes that their recommended intervention program also would be helpful with sensory unimpaired children. (CFR)

Social skills and levels of inappropriate assertiveness/impulsiveness were assessed using the Matson Evaluation of Social Skills with Youngsters, with 17 autistic children (ages 2-21) and 17 matched nonautistic children. Significant differences in both appropriate and inappropriate social behaviors were found. Results suggest the importance of…

Two studies examined effects of combinations of setting events on social interactions of seven preschool children with language delays and social interaction deficits. The optimal combination of events for promoting peer interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a…

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

Resource teachers' and regular teachers' ratings for 32 elementary-level learning-disabled (LD) students were compared to identify teachability characteristics and behaviors. Though the two groups of teachers did not note differences in problem behaviors of the same LD child in different settings, differences in cognitive/motivational and…

Peers of a socially rejected seventh-grade girl were rewarded for publicly reporting positive aspects of the girl's behavior. Results indicated that positive peer reports reduced negative social interactions to near zero and increased positive interactions to above 70%. In addition, social acceptance ratings of the girl increased from…