Analysis of scores for 70 nonhandicapped students (grades 1, 3, and 5) on the Teacher Checklist of School Behavior and a peer nomination sociometric scale revealed that Ss rated by teachers as having more frequent characteristics of emotional disturbance were likewise the students receiving the fewest nominations by peers. (CL)

Forty-three mainstreamed behaviorally disordered (BD) students were lower than nonhandicapped controls in regular classroom sociometric status on the Ohio Social Acceptance Scale. BD Ss were as well known as their peers and rated fellow BD Ss in the same classes higher than handicapped raters. (CL)

Six third-grade subjects who were selected by peers' sociometric ratings, teacher rating, and observation of six social skills, received social skills training, and individual and group intervention. Ss' behavior were shaped in skill areas to approximate average peer rate, with resulting increase in sociometric ranking and teacher rating.…

Affiliation patterns of 19 emotionally disturbed children (ages 10-13) in a residential school were analyzed. Results indicated that robust peer clusters could be identified, within-classroom clusters were relatively stable over time, and considerable overlap occurred between findings of social network analyses and applied sociometric techniques.…

Sociometric ratings assigned by and to partially mainstreamed behavior disordered and regular class elementary students were compared. Among results were that behavior disordered subjects, in comparison to matched nonhandicapped peers, assigned higher social rejection to their peers and received far less acceptance and more rejection from them.…

This experimental study examined the influence of a classwide peer-tutoring reading program (Peer-Assisted Learning Strategies; PALS) on the quality of social relationships of elementary school children. Using a sociometric procedure, social preference and friendships were evaluated before and after the PALS program. Overall (mean) and…