A sample of 384 secondary school teachers in Illinois ranked the instructional techniques they considered most important for teaching these essential work skills: interpersonal relations, personal work attitudes, problem solving, communication, and job-related expectations. Techniques ranked were: group discussion, lecture, interviews, and…

The article describes activities of two education guidance centers in England providing short-term help to behavior disordered students ages 3-15. Program features include classroom-based intervention, individual and group therapy, interim special class placement, and work with families. Assessment and intervention practices are summarized, and…

The ACHIEVE Program, an academic support system for learning-disabled college students at Southern Illinois University, uses video technology to present information in a way that is more concrete, segmented, and inferential than traditional modes of instruction. ACHIEVE is used to improve academic skills in reading, writing, and social skills.…

An analysis of definitions of multicultural education shows a patterning around three basic descriptors: (1) affective--e.g., awareness, sensitizing; (2) cognition--basic information on cultures; and (3) competencies/skills--social skills and behavioral competencies necessary to function in a pluralistic society. ERIC multicultural documents are…

Social skills training and self-monitoring were used to remediate socially inappropriate behaviors of a man with Down Syndrome in a supported competitive employment setting. Social behaviors of the moderately mentally retarded man were improved and maintained over a 38-week period, as trainer support was systematically faded over time. (Author/JDD)

Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

Many teachers have negative attitudes towards mainstreaming handicapped students. This study examines an intervention teaching method and teachers' attitudes. Results indicate that regardless of treatment, student teachers' attitudes will change in the direction of their classroom teachers' attitude. (JS)

Interviewed 41 teachers, 12 handicapped students, and 12 parents of handicapped students to identify specific areas of need in handicapped students' coping with the high school environment. Found that study and organizational skills, communication, and social skills were of concern to respondents. Delineates specific skills areas and recommends…

Research on the peer relationship problems of learning disabled (LD) children is summarized, highlighting methodological shortcomings and drawing implications for social intervention. Noted are tendencies of LD children to be frequently off task, to have more negative interactions with teachers and peers, and to be conversationally less assertive.…

Recent research with first year college students indicated that emotional closeness to parents was associated with social and intellectual competence during the leaving home period. Secure parental attachment fostered self-confidence, willingness to explore the environment, and the development of social skills. Students describing themselves as…

Compared competence of children and adolescents from two-parent families (N=201), one-parent families (N=89), and stepfamilies (N=55). Found that children in stepfamilies, compared with other groups, had lower reading ability, impulse control, and self-esteem, while children in two-parent families had lower level of everyday skills performance.…

Summarizes findings derived from three interlocking structural equation models. The models define a set of relationships between stress and family management skills, and between parental discipline and antisocial child behavior. (PS)

Compared peer and adult social-initiation interventions designed to increase the positive social behavior of withdrawn, maltreated preschool children. Pre-post differences favored the peer treatment group in both treatment and generalization settings. School adjustment data supported these findings. There were no significant differences between…

This review of the research on Logo use with pre-high school students highlights programing and learning stages, cognitive requirements, and effects of Logo programing on social-emotional development, achievement, and problem-solving abilities. (MBR)

A model is described that guides the design of product evaluation research for vocational education in agriculture programs in Florida. Components include cost-effectiveness, employer satisfaction, occupational skill development, occupational status, job placement and career patterns, program participant satisfaction, and social and leadership…