The report reviews assessment guidelines developed for visually impaired infants (birth-24 months). Project staff examined research on the assessment of infants with vision loss and identified material relevant to their needs. Following a review of existing assessment tools, guidelines were prepared in the following areas: social competence,…

Direct observation of preschool children and informal interviews with day care center personnel and parents indicated that 4- and 4 1/2-year-olds from families of low socioeconomic status lacked the social skills and training needed to interact in an appropriate manner with peers in a day care setting. Three times more negative physical acts and…

Designed to be used in conjunction with a series of instructional television programs which were produced for kindergarten students and broadcast on educational television statewide in Arkansas, this printed guide assists teachers in developing full utilization of each of the KELLIE episodes. KELLIE, a doll-like figure kept in a trunk, is the only…

It is generally believed that the reason some children do not have satisfactory peer relationships is that they lack or will not use the interpersonal skills necessary to initiate and/or maintain such relationships. On the basis of this belief, a study was conducted to examine the conversational behavior of accepted and rejected children in a…

The booklet describes the origins and operations of the Weslaco (Texas) Training and Development Center, a center for severely retarded and handicapped students (ages 10-22). The facility simulates normal living and working conditions and focuses on household management skills (grocery list and meal preparation, clothing care, household repairs),…

The study, which investigated the influence of teacher behavior on the social participation of 4-year-old preschool children, was conducted in three phases: pretraining, training, and post-training. In the first phase, four preschool teachers were observed for approximately 30 minutes, 3 days a week, for a 2 week period during free play sessions…

A quasi-experimental approach was used to study the effect of different types of summer programs in Alberta (Canada) on the skills and behaviors of severely handicapped children ages 2 1/2 to 18 years. The experimental group, composed of 98 students, were enrolled in 6-week summer programs characterized as high structure (emphasizing specific…

A pilot course has been developed to improve ability in spoken, receptive and nonverbal communications for visually handicapped senior high school students. (LH)

This leadership guide provides the counselor and group leader with ideas on elements for effective leadership seminars. This packet is a compilation of exercises and ideas on the following: (1) creating a learning community; (2) leadership skill workshop design; (3) program planning and evaluation; and (4) leadership techniques. Brief sections…

This paper explains the educational objectives of an interpersonal communication course at a community college in a Minneapolis suburb. It first describes the nature of the college and its student population, on the basis that good interpersonal communication courses should be tailored to meet the needs of the students. The paper then shows how…

Past research on the development of referential communication abilities in children does not provide a basis for explaining precisely why communicative effectiveness increases. The common assumption is that developments in role-taking facilitate the child's ability to adapt to hearers. A reasonable alternative explanation is that a child's…

All interpersonal relationships are a function of the basic beliefs, expectations, and reactions of the people involved. These conditions may not be written or even verbalized formally, but they exist nontheless and are as binding as any legal contract. Giving specific and intentional consideration to interpersonal contracts and utilizing them as…

Gestalt therapy in groups is not limited to individual work in the presence of an audience. Describes several ways to involve gestalt groups interactionally. Interactions described focus on learning by doing and discovering, and are noninterpretive. (Author/EJT)

The Blind Adolescent Life Skills Center provides both individual and group instruction to 20 adolescents and young adults in mobility, living skills, communication, recreation, and social relations. (Author)