Ten first grade teachers completed rating scales for 39 at-risk students. Analysis suggested that teacher recommendations for special needs placement were strongly related to student academic functioning, modestly related to student emotional development, and not significantly related to student social and behavioral competence. (Author/JDD)

This study follows up a study examining use of self-monitoring to remediate social skills of a young man with Down syndrome in supported competitive employment. The study demonstrates the efficacy of the follow-along component of supported employment and the use of a criterion-referenced assessment and treatment package to retrain technical job…

Identifies psychological characteristics of 49 male and 8 female Latin American youth who were primarily responsible for their own lives. The subjects' capacities to adapt to their different environments and the conditions in which they live are discussed for their implications for social and substance abuse prevention programs. (SLD)

This article discusses assessment and intervention efforts for young children with disabilities, based on an approach to children's peer-related social competence which stresses developmentally appropriate practices. Application of the model to children with Down's syndrome illustrates the model's appropriateness to the special needs of children…

Social interactions between children with Attention-Deficit/Hyperactivity Disorder (ADHD) and their teachers, peers, and parents are discussed. Problematic interactions may depend on social skills deficits. Changing the focus to ADHD children who are not experiencing social skills deficits may prove beneficial. A review of the previous literature…

Reports results of 2 studies on the relationship between social competence and social-cognitive development in children aged 9 to 12 years. There were reliable age differences in interpersonal negotiation strategies in thought and action. Both measures were associated with behavioral adjustment and social status. (GH)

Argues that spaces must be opened for ethical action to take place. Contends that humans must attempt to overcome carelessness that stands in the way of morality. Places ethical commitments within the context of community. Suggests ethical demands should be responded to by addressing persons, not aggregates. Urges imagining possibilities and…

Three classes of variables were used to predict three indices of intervention outcomes for children with handicaps and developmental delays. Results suggest the important role of nonprogram variables in determining outcomes in programs that train parents to teach preacademic, communication, social, self-help, and motor development skills.…

Urges cooperation between students and teachers as a means of enabling teachers to help students reach their fullest potential. Lists characteristics of cooperation, including motivational basis, character and forms of interaction, and presence of interpersonal relations in and outside of joint activity. Stresses the importance of developing a…

Social-cognitive, cognitive-motivational, and situational factors influencing children's effectiveness in using adults and other children as learning resources (help-seeking) are considered. Effective help-seeking can meet the dual developmental needs of minority students, specifically African-Americans, for autonomy and social support. (SLD)

Peer counselors and staff members describe the "I Have a Future" Program at Meharry Medical College in Nashville (Tennessee). This program focuses on pregnancy prevention by providing education, health care, and increased life options; social skills training; an entrepreneurial program; and separate classes for African-American youth.…

Used the Revised Class Play test to compare the attitudes of Jewish second through seventh graders in Israel with attitudes of North American children, as assessed in previous studies. Although results on broad measures of leadership, aggression, and sensitivity were similar, some culturally specific differences were apparent. (MDM)

Surveyed teachers' perceptions of the SCIS-II elementary science program. Results indicate that grades K-2 teachers rated the program more positively than grades 3-6 teachers. Teachers who rated the program higher perceived fewer barriers to effectively utilizing the program. Teachers rated the program higher for developing social skills and…

Maintains that music teacher education should attend to the development of personal skills for effective classroom teaching. Describes the following exercises for skill development: positive-negative experience inventories, personal self-assessment questionnaires, and situation scenarios addressing specific areas. Illustrates how these exercises…

Studied development of moral reasoning in friendship conflicts by interviewing 120 children, ages 7, 9, and 12, using a moral dilemma narrative. Selected four issues to represent the levels of sociomoral reasoning. Showed sociomoral reasoning development is sequential and cumulative. Identified how commitment and responsibility progress in…