Among findings of evaluation of the coping strategies of maltreated children (n=152) were that abused children and children both abused and neglected were difficult or compliant in interactions with their mothers, avoidant under stress, and aggressive with siblings; and that neglected children were cooperative in play with the mother, anxious…

The verbal interactions among pupils engaged in problem-solving tasks were studied in an attempt to explore the effectiveness of small-group learning in science. Interactions were predominantly task related, but their content rarely rose above the level of "factual information" interchange. Information exchange at higher cognitive levels…

This study examined the effects of discounting behavior ("put downs") on the quantity and quality of ideas produced by a group and on the group climate. Subjects were 52 college students divided into 8 groups. Groups in which discounting occurred produced significantly fewer ideas, and the emotional response to the group process was…

Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…

Provides an overview of the literature on teacher effectiveness and lists characteristics defined by such research. Examines the extent to which music education researchers have used the process-product paradigm and identifies the implications of this paradigm for professionals. Summarizes the findings of the results obtained from this research.…

The development of 193 preschool children from five groups (developmental language disordered, high-functioning autistic, low-functioning autistic, mentally retarded, and normally developing) were coded in situations involving simulated distress by an adult. Low functioning autistic children showed deficits in responding to all situations. The…

This study investigated mothers' topic-control behaviors during play interaction between their preschool children with hearing impairments and children with hearing impairments or normally developing children matched for either age or linguistic level. Differences were found in mothers' topic-control behaviors only when their hearing impaired…

Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a framework for analyzing activities and settings for the purpose of designing constructivist learning…

Describes the patterns of interpersonal interactions relating to group development in an asynchronous computer conferencing-based graduate course. Results suggest that people engaged in such collaboration have similar interpersonal issues, at comparable stages and proportions, as reported for face-to-face groups. (Author/AEF)

This study analyzed the social information processing of 26 secondary students with behavioral disorders following assignment to in-school suspension. Analysis of student responses indicated that the interaction between students' perceived hostile intent of teachers and reactive aggression predicted the number of assignments to in-school…

Describes a special class to train deaf students of all ages in ways to work with their interpreters in mainstream school settings. The class uses explanation, role play, and questions to clarify the roles of the teacher and the interpreter and to stress the importance of flexibility in the mainstream. (DB)

Comparison of social initiations by 18 children with autism and 13 verbally matched children with mental retardation found autistic children's social initiations were more ritualized and the retarded children's were more playful. Autistic initiation to peers was unrelated to severity of autism, but was related to cognitive skills, whereas retarded…

Offers a commentary on the studies of Kyratzis and Guo, Goodwin, Nakamura and Cook-Gumperz and Szymanski comprising the special issue of this journal. The special issue is situated in the history of gender studies in developmental pragmatics. The inadequately recognized role of cultural factors is highlighted. (Author/VWL)

This commentary on C. Addison Stone's paper on the scaffolding metaphor for learning disabilities first suggests the flying buttress, which becomes integrated into a new structure, as a better metaphor. It suggests that scaffolded instruction depends on sophisticated shared assumptions about the conversational process. Evidence that some children…

This response by the original author to six commentaries on his paper concerning the scaffolding metaphor for learning disabilities highlights common themes (such as the basic dynamics of meaningful learning) and revisits arguments for and against the utility of the metaphor. Suggestions for broadening the metaphor to address related issues such…