A set of instruments designed to measure generalizable interpersonal relations skills was validated with students in Illinois area vocational centers. The instruments developed possess a relatively high degree of content and face validity and moderate to high internal consistency and test-retest reliability. (JOW)

Social control and social learning theories were combined to construct a model of delinquency that specifies the contributions of various factors, including parenting, social skills, value commitments, and school problems. Results with a sample of 61 families of seventh graders largely support the model. (SLD)

Examines ways to help boys and afternoon attenders to experience as positive a start to nursery education as girls and morning attenders. Highlights adults' key role in helping children develop personal and social skills and the need for home/school partnership. Discusses the implications of gender for play and classroom organization. (nine…

Four studies involving 45 subjects found that children (ages 9-14) with nonverbal learning disabilities syndrome exhibited specific patterns of impairment in mechanical arithmetic and in psychosocial functioning, whereas children with poor performance in reading and spelling exhibited patterns of academic deficits (including arithmetic), but not…

This article focuses on the social analysis of communication activities and the functioning of individuals with mild to moderate mental retardation. It provides an examination across the lifespan, from children to aging adults, addressing individuals' adaptations to society's communication demands, quality of life, social growth, and communication…

Thirty-six fifth graders considered "disruptive" were rated with the ACCEPTS Placement Test, Walker-McConnell Scale of Social Competence and School Adjustment, and Matson Evaluation of Social Skills with Youngsters (self-report and teacher rating). The three teacher rating measures were strongly related, and students' self-ratings were…

This paper addresses the preparation of teachers to work with students who are both handicapped and at greater than average risk for dropping out of school. The paper describes teacher training program components including teacher/mentor skills training, academic and vocational skills training, interpersonal skills training, and parent involvement…

Successful urban superintendents demonstrate various traits not always specified in job descriptions, including an ability to inspire, business savvy, sensitivity to diversity, self-confidence, deference to board members, high energy, and a sense of humor. A school executive assuming an urban superintendency without these qualities will experience…

This paper presents a decision-making model for comparing, choosing, and implementing social skills curricula that would be appropriate for specific students and settings. The model is structured around three curriculum areas (background, assessment, and instruction) and uses a cost-benefit analysis to assist in making modification decisions.…

Used observation and teachers' ratings of preschoolers' social adjustment to the peer group to study the concurrent validity of social participation categories. Social participation categories of withdrawal and interactive play were well validated by other measures of social adjustment. Parallel play was correlated only with task involvement. (BB)

Describes a course designed to improve interpersonal skills for students in instructional development that was developed at Syracuse University. Highlights include course goals; class requirements, including student journals; course content and structure, including activities to develop skills in verbal and nonverbal communication and…

To reduce student depression and its academic consequences, a preventive training program for freshmen provided one group (n=85) with a semester-long course in personal competencies (affect management, self-control, social skills, and problem solving), and one group (n=86) with an academic skills course. Both groups were equally effective.…

Cites research studies of elementary and secondary public schools that indicate that teacher-librarians need additional education and training in social interaction skills to meet the needs of cooperative program planning and teaching as an instructional development activity. The necessity for communication between teachers and teacher-librarians…

Questioning of teachers and mothers of 84 Israeli students (ages 7-10) classified as either hyperactive, learning disabled, both, or neither, found higher distractibility and hostility among hyperactive children whose families were also reported as less supportive. Learning-disabled students were characterized by dependent interpersonal relations…

Considers the role of teacher-librarian as school administrator. Highlights include the perceived power and role of the teacher-librarian; how teacher-librarians spend their time; interaction with students; leadership as a gender issue; organizational abilities; and interpersonal skills. (Contains four references.) (LRW)