The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…

The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The…

Students from culturally and linguistically diverse backgrounds are disproportionately identified for special education in the most restrictive placements. These students tend to have the least access to the general education curriculum and experience the greatest levels of school failure. Educators see an obvious need to change this pattern.…

Twenty-six pairs of elementary-aged learning disabled and nonhandicapped children were assessed on social perception (empathy) and social skills measures. Few differences were found between the groups on the empathy and social skills measures. A correlation between social skill and empathy was found only for the nonhandicapped group. (Author/DB)

Questionnaires completed by 450 elementary pupils and by 14 fourth- and fifth-grade teachers revealed a discrepancy between the two groups' social skill focus. Students favored communication and play/sport skills as factors facilitating social interaction while teachers tended to view task-related behaviors as more critical to mainstreaming…

There have been many changes in social skill instruction over the past three decades. Many of them are good, some continue to challenge. The author is just as convinced today as she was at the beginning of her career that children can be taught to be more adaptive. She does not believe that educators cannot afford to fail, because this is germane…

Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…

This article explains how cooperative-learning behaviors can be taught systematically and directly to students with behavior disorders using a four-step procedure in conjunction with an enhanced cooperative-learning environment to encourage generalization. Application with five primary grade students is reported. (DB)

This article offers guidelines for using children's and adolescents' literature as a means of fostering social learning while developing literacy skills. It reviews the literature on teaching social skills, considers book selection, offers a model for using literature to teach social skills, suggests literature formats for teaching social skills,…

Teachers and parents rated the social skills of 61 inner-city black elementary-school students. Teachers perceived students as having more social skills and fewer problem behaviors than did parents. Parents and teachers differed most on their assessments of female students. (SLD)

In two studies, 18 middle school boys with serious emotional disturbances (SED) were taught to use a social skills curriculum to teach more positive peer interactions to peers with SED. Results indicate the desired effects of the peer-based social skills instruction, with some evidence of behavior maintenance and transfer. (Contains references.)…

This article identifies ways in which cultural discontinuities naturally occur in the schools for students from culturally diverse backgrounds and ways in which school personnel can bring about more satisfactory adjustments by directly teaching requisite skills. Recommendations include creating positive affirming environments and teaching…

Social skills are defined as those social behaviors, interpersonal and task-related, that produce positive consequences in the classroom. The case is made that social behaviors are currently taught informally, that some social behaviors are important prerequisites for academic success, and that these behaviors can and should be taught…