This study of interactions between three severely withdrawn, autistic preschool children and six nonhandicapped peers found that peers can be effectively taught strategies to increase appropriate social behaviors of autistic classmates, and a group-oriented reinforcement contingency is an effective complement to teacher-prompted interventions and…

This study, involving four staff members in an institution for people with mental retardation, found that a computerized system of prompts to improve staff-client interactions produced more positive statements, improved distribution of interaction among clients, and resulted in delivery of more positive reinforcement than a traditional…

Discusses how parents and teachers can encourage sensitivity in their children, providing them with tools to reach out openly to others and to be accepting regardless of differences. Specific strategies for putting differences in perspective and for making friends are offered. (SM)

The patterns of adaptive behavior in gifted and nongifted children (n=296, ages 2-16) were compared using the Vineland Adaptive Behavior Scale. Results indicated a significant difference between gifted and nongifted groups in communication, social skills, and daily living skills, but not in motor skill development. (Author/JDD)

Many early childhood teachers report an increase in children's use of aggressive means to work out disputes, often as a result of such influences as the Teenage Mutant Ninja Turtles fad. This article offers suggestions for helping children learn ways to resolve conflicts and for creating a conflict resolution curriculum. (LB)

This study found that 17 preschool children with limited communication skills [specific language impairment, speech impairment, and English as a Second Language (ESL)] were more likely than normal peers to initiate with adults, shorten their responses, and use nonverbal responses. ESL children were least likely to initiate interactions.…

This study, involving 4 high school seniors with learning disabilities, found that an initial vocational social skills simulation intervention delivered at school led to generalization in 8 of 12 target behaviors (3 behaviors per student). Subsequently, in situ training at the work site produced generalization in four of six behaviors. (Author/JDD)

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. The tutoring appeared to have positive effects on sight word vocabulary and positive social interactions for both tutors and tutees but not on self-perceptions of…

Icelandic teachers discussed perceived changes in their work and students' social interactions during a program to foster students' social competence. The program emphasized classroom discussion on interpersonal relationships and conflict resolution to promote social growth. Teachers believed they gained confidence in handling interpersonal…

Three studies examined preadolescents for the relation between perceived deviance and negative peer reactions. In the first study, perceived deviance was related to social rejection. In the second and third studies, children's perceptions of responsibility for deviance predicted interpersonal affect and the degree to which the deviant person was…

This study compared the problem-solving skills of 73 children (ages 6-14) with mild mental retardation, who exhibited either adjusted classroom behavior or impulsive or inhibited behavior. Irrespective of age or intelligence quotient, adjusted children had a larger number of relevant solutions to problems and a higher ratio of aggressive…

This article describes cooperative teaching involving general and special educators as an approach to serving students with special needs. The article provides an overview of the types of cooperative teaching and discusses implementation considerations, methods of problem solving, and the importance of interpersonal skills. (JDD)

Sixty-nine female college students report more depressive symptoms and more maladaptive attributional styles than 64 male college students as measured by the Beck Depression Inventory and the Expanded Attributional Style Questionnaire. A study involving 77 male and 95 female college students' responses to the Selves Questionnaire supports these…

This study investigated the differential effectiveness of assertiveness and problem-solving training on 28 dually diagnosed (mild mental retardation and mental disorders) patients' adaptive social behavior, distress and psychiatric symptoms, anger control, and problem-solving coping skills. Improvements resulted from combined assertiveness and…