Beyond effectiveness of the instructional model of Navigation of Social Engagement (NOSE model; Chou, 2020) to enhance problem solving skills of students with autism spectrum disorders (ASD), this article addresses moderating factors to provide a more in-depth secondary analysis of data within this intervention. While previous findings have…

The purpose of the current study was to test a conceptual model of the mediated and moderated associations among shyness, coping strategies, and socioemotional functioning in middle childhood. Participants were 358 children (177 boys) aged 9-13 years (M = 10.16 years, SD = 0.95). Children completed self-report assessments of shyness, coping style…

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…

Early positive relationships between children and adults are critical in the acquisition of children's problem-solving skills. The early teacher-child relationship has an important role in how a child negotiates the conflicts and manages relationships with peers. Our purpose was to evaluate the effect of the teacher-child relationship at…

This study examined relations among social information-processing (SIP) variables in the domains of peer provocation and peer group entry. Using Crick and Dodge's [Crick, N. R., & Dodge, K. A. (1994). "A review and reformulation of social information-processing mechanisms in children's social adjustment." "Psychological Bulletin," 115, 74-101]…

Play, particularly children's sociodramatic play, is the cornerstone of early childhood classrooms in the United States. Early childhood educators learn and expound mantras of "the value of play," "play-based programs," "children learning through play," and "play as child's work." They strive to promote the importance of making a place for play in…

Children with only months of life experience and brain development are just beginning to learn social problem solving. No wonder young children frequently make mistakes! Teachers tend to complain about tattling more than any other behavior. To many teachers, tattling is irksome, but there is more to this behavior than meets the eye. In this…

Three studies examined effects of peer interaction on the problem solving of 150 children of 4-11 years. Age, task complexity, and task familiarity were found to qualify effects of peer interaction on motivation and learning. (RJC)

Two classrooms of first graders (N=40) were administered Damon's moral judgment measure, Shure and Spivack's social problem solving measure, and the Stanford-Binet vocabulary. Concurrently, two observers in the children's school environment recorded incidences of successful resolutions of interactions, amount of derogation, and the number of times…

On the basis of two sets of videotaped observations collected on same-sex, same-age and mixed-age dyads composed of children 18 and/or 24 months old, issues concerning research on infants and toddlers are addressed. The first set of observations was a simple description of the structure and content of children's peer interaction during 15 minutes…

Comparison of the effects of pretest anxiety on the social and nonsocial problem solving of 45 boys (ages 9 to 11) with learning disabilities (LD) and 45 nondisabled boys found the LD group reported significantly higher pretest anxiety which escalated over the course of the problem-solving session. However, boys with or without LD were equally…

Two approaches to teaching work-site social behaviors to three youths with mental retardation were examined. Problem-solving training, which involved developing skills in decoding, decision, performance, and evaluation, led to substantial generalization and maintenance of social behaviors in natural work settings. Training based upon role-playing…

Describes classroom approaches for encouraging healthy social interaction: social skills training, and interpersonal cognitive problem solving. Addresses service delivery considerations, such as personnel, purpose, types of children, research and service, and scheduling. (AOS)

This study examined high-aggressive and low-aggressive boys' ratings of the effectiveness of aggressive and assertive strategies for solving social problems involving hypothetical peers and actual peers. Subjects were 66 third-grade boys (11 groups of 6 boys each for a total of 22 high-aggressive, 22 low-aggressive, and 22 average aggressive boys)…

This study examined the relation of social situation variables and children's gender to children's social problem solving ability in potentially unsafe situations. A total of 62 preschoolers (mean age 4.4 years) were shown a series of four vignettes. In two vignettes, an adult or a child asked a second child to cross a street. In two other…