Research Findings: In the present study, we investigated the roles of children's social competence and immigrant background in the prediction of the quality of children's relationships with peers and teachers and school adjustment. Participants were N = 212 children (M[subscript age] = 58.32 months, SD = 10.72; n = 98 with an immigrant background)…

Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students' classroom-based social experiences is how they are…

Social-emotional learning (SEL) programs are a popular tool used in schools to increase children's competencies across multiple domains, including emotion knowledge and social interaction. Children with appropriate social-emotional skills tend to experience more positive peer relationships, fewer problem behaviors, and improvements in school…

Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school-based SST program for peer-rejected children and associations with program outcomes. One…

The Good Behavior Game (GBG) is a behavior intervention typically used in traditional classroom settings. This study tested the effectiveness of the Super Clean-Up Game, a modified version of the GBG, for youth with disabilities at a residential summer camp to increase productivity and strengthen the social skills of youth with disabilities. The…

Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in…

Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and…

Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary-age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4-8], 82.5% boys, grades preK-2nd)…

The purpose of the study is to reveal the reasons for young children to like and dislike playing with their friends. There were two groups in the study. The first group included 147 preschool children who were in the age group of 5-6 years and were living in Turkey. The second group included 60 preschool children who were in the age group of 5-6…

Investigating the risk factors associated with bullying and victimisation in Ireland is important for understanding the individual and environmental conditions in which these actions emerge, and for informing the design of preventative programmes in childhood and adolescence. The aim of this systematic review is to identify studies which, over the…

Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem…

Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS® for Preschoolers, a parent-mediated social skills…

The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR;…

This study investigated the extent to which students' social-emotional basic psychological need satisfaction (of social-emotional autonomy, social competence, relatedness with students, and relatedness with teachers) is associated with their prosocial motivation and, in turn, behavioral and emotional well-being outcomes. For motivation, autonomous…

A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1-4, M[subscript age] = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and…