This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…

Perhaps more than any other academic discipline, physical education holds the highest potential for teaching affective skills. By its very nature, the typical physical education setting offers countless teachable moments and opportunities to capitalize on the development of affective skills. The seeming lack of attention given to affective…

Results of measures in the cognitive-social areas of communicative intent, tool use, imitation, and play and in language comprehension demonstrated uneven development for the autistic subjects. A functional analysis of communicative behaviors indicated a relatively homogeneous profile of communicative functions both quantitatively and…

The effectiveness of a cognitive coaching condition on the social acceptance of 26 handicapped children in regular first through fourth grade classes was examined. Children were randomly placed in one of three conditions: cognitive coaching (in which students were taught techniques of getting along with peers); individual instruction (control); or…

Results of two studies with 60 children aged three, five, and seven, and 40 children aged four through 6.8, indicated that use and understanding of politeness at age three years seemed related to emerging ability to understand the perspective of another, and at later ages, to knowledge of social roles. (Author/MC)

Child's play may be at risk in today's technologically-oriented society. The limited interactive capacities of high-tech toys constrain the possibilities for cognitive development, interpersonal learning, and the quality of relationships that can be formed. Current high-tech toys change the nature of play, so that the object, rather than the…

This article explores the purposes, methods, and future directions of social-skill training research from the perspective of a cognitive-social learning explanation of behavior change. Research findings are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their effects on children's…

The effectiveness of a cognitive-behavioral interpersonal problem solving (IPS) training program was evaluated with 35 poorly accepted second, third, and fourth graders. Group 1 received instruction in IPS and included only Ss low in peer acceptance; group 2 consisted of Ss low in peer acceptance who participated in IPS with same sex and grade Ss…

The relationship between interpersonal cognitive problem-solving (ICPS) skills and the behavioral adjustment of 30 hyperactive boys (from 5.5 to 12.5 years of age) was examined. Each S was individually administered two problem solving measures to assess alternative thinking and means-end thinking. The childrens' self-concept was also assessed and…

A study examined the basis of "theory of mind" (ToM) reasoning in 20 native signers (ages 4-8) of British Sign Language. Children and their siblings were given a measure of the quality of sibling relations. Sibling quality as perceived by siblings predicted children's ToM score over age and referential communication. (Contains…

The goals and strategies formulated by 30 learning disabled (LD) and 30 non-learning disabled (NLD) males at two age levels (8 to 9 and 11 to 12 years) were analyzed. Subjects were interviewed regarding their strategies and goals in four situations involving peer interactions. They were also videotaped during a role play assessment of social…

Discusses rough-and-tumble (R&T) play and misconceptions about its role in the development of young children. Contrasts R&T with aggressive behaviors. Discusses the educational benefits of R&T and offers recommendations for incorporating it into young children's curricula. (Author/RWB)

An interview/observation schedule (Home Environmental Process Inventory), which assesses dimensions of maternal behavior, was administered in the homes of 15 learning disabled children. Children's role taking and interpersonal problem solving skills were assessed. Some maternal behaviors were highly correlated with children's social cognitive…

The article describes the program used in the Belmont (Massachusetts) public elementary schools involving the Dalcroze Eurhythmics approach to music and movement with special needs children. (SB)

Assesses the degree of difficulty parents attribute to specific socialization tasks; explores the relation between parents' perceived difficulty and children's perceived and actual competence in these two domains; and determines whether the ease or difficulty of these child rearing tasks, as perceived by parents, varies as a function of the…