Assessed the relationship between social adjustment and perceptions of both family acceptance and family control in two samples of young adolescents. One group completed, among other measures, self-reports of psychosocial competence and self-regulation, whereas the second group completed peer ratings of likability. In both samples, family…

Mothers of seven preschool children with developmental delays were trained to encourage child participation in social interaction by being highly responsive and child-centered. Following intervention, mother-child dyads experienced more episodes of joint engagement and increased total duration of joint engagement than control dyads. Changes in…

Social structures of home, school, and community environments that impact the types of peer relationships formed, types of activities friends engage in, and depth of interactions of children and adolescents with behavior disorders are discussed. (DB)

Findings suggest that social difficulties that are present as late as three years of age in some low-birthweight children are related to the type and severity of early medical complications. In spite of severe neonatal medical risk, high-risk and low-birthweight children showed many similarities in their social development to low-risk and…

This study examined 236 8-year olds from a state with minimal child care standards in an effort to discover possible differences associated with child care histories. Children with more extensive child care experiences were associated with negative ratings by parents, teachers, and peers. (SH)

Young adolescents--12- to 13-year olds--with social-skills difficulties received (n=9) and did not receive (n=9) social-skills training (SST). Subjects were compared before and after treatment and at followup using the Social-Skills Questionnaire, Self-Report Questionnaire, and sociometric procedures. Significant improvement on two measures for…

Literature on social responsibility and academic achievement is reviewed. It is suggested that socially responsible behavior can influence achievement by (1) promoting positive interactions with teachers and peers; and (2) constraining and enhancing the learning process by encouraging students to be compliant and responsible. (SLD)

Analyzes the interpersonal skills of 14-year-old girls and boys (n=15) who were participating in group discussions as part of the oral test for the General Certificate of Secondary Education (GLCE). The analysis focuses on the pupils' use of minimal responses, interruptions, and questions that draw others into the discussion. (26 references) (GLR)

Describes development of an enterprise education program at the University of Lancaster. Includes the development of business/enterprise awareness, acquisition of transferable personal skills useful in subsequent employment, and completion of a project in a working environment. Concludes that success of the program will depend on how it is…

A third grade teacher explains how he utilized cooperative learning and a reward system to encourage a disruptive student to change his behavior. The teacher scored each team on group accomplishments. As the child learned to work with others, his attitude changed and his academic ability benefited the team. (SM)

Provides evaluation criteria for use in evaluating online searchers that were developed by a committee of the American Library Association (ALA). Objectives that searchers should strive to achieve are divided into six sections: technical skills, knowledge base, interpersonal skills, search interview, search execution, and professional…

The social participation patterns of 28 young children with visual impairments (some with additional disabilities) during free-play periods was compared across specialized and integrated settings. Although no significant differences were found between settings, there were significant differences between children with and without additional…

The effectiveness of peer-mediated intervention on the social behavior of eight socially withdrawn preschoolers was examined. Intervention conducted by classroom assistants resulted in the withdrawn preschoolers increasing their social interactions with peers during instructional triads and improving their behavior. (Author/JDD)

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

This article reviews literature on the behavior of deaf adolescents; pinpoints problems in students' lack of social skills, decision making, and lack of goal orientation; and offers guidelines for teaching values in tandem with decision-making skills. Six sample lessons are briefly outlined, on defining problems, predicting consequences,…