Discusses a previous study of the operational and sociomoral reasoning of 70 congenitally deaf children. Reports that, although the results indicated no differences between the hearing and nonhearing students on the development of sociomoral reasoning, the researchers still advocated intervention programs. (CFR)

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)

This article describes the use of social-story intervention programs to teach appropriate social behavior to 3 children with autism (ages 7 and 11). The intervention combined social-story methodology with a behavioral social skills training strategy. Suggestions for developing, implementing, and evaluating social-story programs are provided.…

Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs are aimed at helping tutees or tutors with academic difficulties, this study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was…

This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a…

A plan to de-escalate fighting behaviors at an inner-city elementary school was implemented. It is believed that factors contributing to the problem were: low socio-economic status; a lack of parental supervision at home; a lack of parental involvement at school; a high level of criminal activity surrounding the schools; overcrowded class areas;…

This practicum was designed to decrease the number of times boys in third, fourth, and fifth grade classes met with the school guidance counselor for unacceptable behaviors and to improve the attitudes of the boys and their parents. Pre- and post-attitudinal and observational questionnaires were administered to 30 randomly selected third, fourth,…