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Marlowe, Mike – Teaching Exceptional Children, 1980
Games analysis process is a process whereby teachers of handicapped students can design games to accommodate individual motoric differences, as well as to promote specific behavioral outcomes such as cooperation. (SBH)
Descriptors: Disabilities, Elementary Secondary Education, Emotional Development, Games

Meadow, Kathryn P.; Larabee, Gail – Teaching Exceptional Children, 1982
Hearing impaired children (eight to nine years old) and their teachers used a "feeling wheel" to discuss their feelings, help resolve arguments, and understand others' emotions. The wheel, divided into 16 segments labeled with feelings, helped students discuss how and why they felt a particular way. (CL)
Descriptors: Affective Behavior, Elementary Education, Hearing Impairments, Humanistic Education

Cartledge, Gwendolyn; Kleefeld, James – Teaching Exceptional Children, 1989
Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…
Descriptors: Elementary Education, Interpersonal Communication, Interpersonal Competence, Mild Disabilities

Brown, William H.; And Others – Teaching Exceptional Children, 1989
Incorporating group socialization procedures into a classroom with young children with developmental difficulties requires identifying target children, implementing the procedures, and evaluating the procedures. Socialization activities may include encouraging children to interact with one another, frequent modeling of prosocial behavior, frequent…
Descriptors: Affective Behavior, Developmental Disabilities, Interpersonal Competence, Peer Relationship

Armstrong, Stephen W.; McPherson, Angie – Teaching Exceptional Children, 1991
This article provides a framework for social skills homework in special education; an example of a social skills assignment; and a continuum for the involvement of parents, teachers, peers, and others in the homework process. Practicing social skills in natural settings is felt to assist in generalization and maintenance. (JDD)
Descriptors: Disabilities, Elementary Secondary Education, Homework, Instructional Effectiveness

Carter, Jane; Sugai, George – Teaching Exceptional Children, 1988
Strategies typically used for teaching academic skills can also be used to teach disabled children to become more socially competent. They include modeling, strategic placement, correspondence training, rehearsal and practice, positive reinforcement/shaping, prompting and coaching, positive practice, and multimethod training packages. (VW)
Descriptors: Behavior Change, Disabilities, Elementary Secondary Education, Interpersonal Competence

Sabornie, Edward J.; Beard, Gene H. – Teaching Exceptional Children, 1990
The article examines options in social skills training for students with mild disabilities. Described are behavioral interventions and five packaged curricula. Among eight guidelines for evaluating a package are efficacy of approach, cost, and concern for generalization. Teachers are encouraged to teach social skills both directly and incidentally…
Descriptors: Behavior Change, Curriculum, Elementary Secondary Education, Instructional Material Evaluation

Schulze, Kimberly A.; And Others – Teaching Exceptional Children, 1989
Coincidental teaching involves training parents to provide social skills instruction to their exceptional children in home and community environments. Teachers explain to parents the techniques of prompting and praising, help parents schedule times during their daily routine to carry out coincidental teaching, and provide lesson plans. (JDD)
Descriptors: Disabilities, Early Childhood Education, Family Environment, Interpersonal Competence