In the authors' experience, most early childhood and early childhood special educators are quick to endorse the importance of young children's social interactions with each other, particularly in inclusive settings. In this context, it is both ironic and deeply troubling that while giving lip service to peer social skill development, the data…

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…

Learning how to problem solve is one of the key developmental milestones in early childhood. Children's problem-solving skills represent a key feature in the development of social competence. Problem solving allows children to stay calm during difficult situations, repair social relations quickly, and get their needs met in ways that are safe and…

The author replies to an article by F. Gresham in which Gresham argued that social skill training is an important prerequisite to satisfactory mainstreaming of handicapped children. The author questions Gresham's interpretation of social skill training studies in segregated settings, and emphasizes the need for more social skills training. (MC)

The article presents a four-step intervention model to both improve the social skills of socially isolated (often handicapped) children as well as improve peer attitudes. Use of the model with 6 autistic-like preschool children and 10 normal peers resulted in autistic Ss achieving positive interacton within the normal range. (DB)

The social initiation intervention, in which nondisabled children are taught to direct social overtures to exceptional students, has been found to result in positive social behavior change. Extensive evaluations have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of…

Social and nonsocial behaviors of 72 severely handicapped preschoolers were assessed. While clear social behavior differences emerged between more and less accepted children, equally powerful differences were noted in certain nonsocial skills and attributes: physical attractiveness, toy play skill, level of disruption in class, and athletic skill.…

A conceptual and procedural alternative to the typical, individual-specific model of social behavior assessment and treatment is offered. This alternative, based upon the social reciprocity of children's interactions, has direct implicatons for all phases of social behavior interventions designed and implemented for special education students.…

A peer-initiation condition, in which confederates were taught to initiate interaction with three autistic four- year-olds, reliably increased the Ss's social responses. A teacher-antecedent condition, in which teachers prompted the autistic Ss to initiate with confederates who had been taught to reciprocate, increased the initiations and…

The article reports on two effective peer intervention strategies for handicapped children with social deficits. In the first, nonhandicapped children are taught to use interaction promoting strategies and in the second, handicapped and nonhandicapped children are taught sociodramatic play scripts which encourage interaction during free play.(DB)

Suggestions are offered for building classroom-based social skills programs for young severely disabled children. Scheduling, ecological, and instructional factors are examined. Among conclusions drawn are that peers can be effective teachers and that toys, materials, and play activities can significantly influence the success of social skills…

This article describes a framework for addressing the social and emotional development and challenging behaviors of young children. This pyramid framework includes four levels of practice to address the needs of all children, including children with persistent challenging behavior. An example is provided demonstrating how to implement this model…

Intervention studies in which peer social initiations were used to increase the social and play skills of withdrawn preschool and school aged children are reviewed. A discussion follows of such practical application issues as selection of peer trainers, training of peer trainers, arrangement of the setting for peer intervention, and teacher…