Investigates the relationship between social interaction skills and knowledge of concepts in primary school age children as a basis for intervention in terms of concept development. Finds that 12 of the 61 children investigated had severe problems in concept development. Demonstrates the deep integration of concept and social interaction skill…

The ability to persuade others is an essential skill for board members and other public education advocates. To get the message across, board members should choose exciting material; use a key-word outline; use movement, posture, and space appropriately; make eye contact with members of the audience; and show urgency of tone and speaking manner.…

Concerned adults (N=50) in continual interaction with visually impaired individuals were randomly assigned to view videotapes of visually impaired children either with or without gaze direction. Results indicated that the visually impaired children were judged more intelligent and socially competent when utilizing gaze direction toward the…

Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)

Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…

Cooperative learning can benefit all students, whether "average," low-achieving, gifted, or mainstreamed. Teachers trained at the University of Minnesota's Cooperative Learning Center expect to see students in small, heterogeneous groups using special skills and caring about each others' learning. Tips on cooperative spelling groups are…

The Minnoka Schools (Illinois) use the Murphy-Meisgeier Children Type Indicator (designed to identify personality types in children) to help instruct youngsters more effectively. Identifying a child's psychological type can aid understanding of how he or she focuses attention, absorbs information, makes decisions, and deals with the world. (MLH)

Observations of playground behavior of kindergarteners and second- and fourth-grade students suggested that rough-and-tumble play led to games-with-rules for popular children, and to aggression for rejected children. Findings are discussed in terms of possible effects of the sociometric composition of rough-and-tumble play groups. (RH)

The effects of training on the interpersonal skills of supervisors during interviews with teachers were studied. Focus was on skills in listening to teachers and collaborating with them in planning for instructional improvement. Findings raise questions about what is being defined by supervisors as instructional supervision in the schools. (JD)

To prepare today's students for tomorrow's world, schools must expand the curriculum to include development of values, attitudes, and interpersonal skills. Being liberally educated means becoming more reflectively aware, other-centered, cooperative, stable, and self-confident. Greater psychological maturity is the goal. (MLH)

Discusses how apologies are illuminating sources of information on the sociocultural values of a speech community, including differences between male and female values. These sex differences are examined in the distribution of apologies in order to shed light on the complexities encountered by language learners in acquiring communicative…

Principal and teacher readiness is a crucial prerequisite to successful supervision. Principals can achieve positive results by using a group approach to instructional improvement. Videotapes and other classroom data can help focus discussion and promote teacher growth and self-learning. (MLH)

Interpersonal problem solving (IPS) is often difficult for learning disabled students. Two model IPS interventions, an elementary and a secondary, are described. Key components in both models include alternative and consequential thinking, skills implementation, and a "stop and think" approach to problem resolution. (Author/DB)

The effects of a generalization training procedure on requesting by four adult subjects with Broca's aphasia were examined. Results revealed that generalization effects were greatest when trainers, as opposed to unfamiliar volunteers, served as conversational participants. Subjects' requests increased to a level comparable to a normal comparison…

The article looks at ways to enhance communication skills with autistic adolescents who are verbal, with mild or no general mental retardation. The importance of identifying goals (such as participating in age-appropriate social relationships outside the family) and strategies is stressed. (DB)