The relation between time spent in day care by preschool children and their social behavior was investigated at three child-care centers through observations of the children's free play. A positive relation was found in a large community center and in a small university center, but not in a small private center. (Author/BN)

The mother of a mentally retarded adolescent describes the implementation of her idea to hire nonretarded neighborhood peers as friends and resource persons for her daughter. The program's purpose was to educate nonhandicapped youth as well as to increase her daughter's opportunities for socialization and peer contact. (JW)

Grade 5 students (N=39) judged on the basis of familial factors to be at risk for antisocial behavior were evaluated for academic engaged time, social interactive behavior, teacher ratings of social skills, principal contacts, and special education services. Results indicated behavioral differences between the at risk subjects and normal controls.…

The article describes "Teaching, Learning, and Caring" (TLC), a program designed for partially mainstreamed behavior disordered adolescents (ages 14-18). Eight TLC skill areas are the focus of interpersonal skills training: communication mode, empathy, goal identification, cue sensitivity, alternative thinking, skills implementation, consequential…

Kindergarten practices should reflect the best of what we know about how young children learn and develop. Discusses the following aspects of kindergarten: (1) learning knowledge, skills, dispositions, and feelings; (2) risks of academic pressures on young children; (3) development of interest, communicative competence, and social competence; (4)…

An active role is recommended for family members involved in rehabilitation of cognitive communicative impairments of head-injured individuals. The paper discusses family systems theory, dysfunctional family reactions to the cognitive communicative behaviors of the head-injured member, and methods of assisting the family to develop the…

Collateral teaching offers an alternative to using commercially prepared social skills programs for learning-disabled students, by enabling teachers to instruct social skills that are required of their students as opportunities arise in normal contexts. Strategies for instructing social skills include coaching, modeling, reinforcement, cognitive…

Investigated the use of popular students in promoting the acceptance of socially neglected children. Results from fifth- and sixth-grade students suggest that popular students can be effectively directed to enhance the acceptance of socially neglected children. (Author/ABB)

Lists are provided of computer software for use by persons (elementary school through adult) with social learning deficits to increase competence in (1) personal and social awareness and skill; (2) business and career competencies; and (3) leisure time and sports activity, which often fosters human relations and communication skill. (VW)

Focuses on relationship of interparental conflict, support, and quantity of interaction in both parenting and nonparenting realms in cognitive and social functioning of 44 adolescents whose parents had recently divorced. Ex-spousal interaction on nonparenting issues best predicts adolescent functioning. (Author/BB)

Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)

This paper defines social withdrawal from a social skills perspective and presents a fourfold classification system of children's social skills deficits. The paper reviews the literature in discussing assessment procedures; social skills training strategies (modeling, coaching, peer-mediated interventions, and group contingencies); and…

The paper reviews the complexity of the social and affective demands confronting children aged 4-10 and the advantages of preventive over remedial interventions. Components of classroom-based social problem-solving preventive interventions are described, along with practical issues in program implementation. (Author/JDD)

Assumes a process-in-action approach to studying young children's concept of self. Conceptualizes self-concept as spontaneously emerging from social interaction. Pedagogical implications are provided to suggest that teachers can take a number of positive steps toward respecting and enhancing children's attempts to achieve self-other knowledge.…

Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…