Four high-school-age students with autism and severe disabilities were trained to initiate and sustain social interactions with nondisabled peers at two community job sites. Results showed that all Ss acquired a chain of social break behaviors using one peer trainer. (Author/CL)

Outlines how levels of the interpretation of reality and categories of a naive theory of action that constitute these levels are differentiated and coordinated in a specific developmental sequence. Subsumed within this theoretical framework are the distinction between action on physical objects and social interaction and the distinction between…

The article examines patterns of adolescent development believed to exist among both normal and gifted students and cites issues rising from clinical and research studies, including recognition and ownership of giftedness, tension between one's performance and expectations, and low tolerance for ambiguity. (CL)

Teacher-made table and card games in which students work on such general skills areas as accepting and giving criticism or asking and answering questions can help promote positive social behaviors to handicapped students. (CL)

Preliminary indications suggested that a social skills training program featuring modeling, coaching, and role playing was effective in helping 15 autistic adolescents and adults learn to have positive peer-related social experiences. (CL)

Questionnaires completed by teachers in mainstreamed preschools and parents whose children attended mainstreamed preschools indicated no significant differences among teacher responses based on type of mainstreaming setting, but there were significant differences concerning the value of preschool mainstreaming, the social interaction of the…

Four autistic or autistic-like adolescents who participated in a family-style lunch program designed to promote appropriate interaction increased their social initiations, social responses, total words spoken per lunch period, and the mean number of words per comment. (CL)

A learning center established to serve preschool visually handicapped children and their families encourages social development, promotes the development of other senses, and provides exposure to new events and activities in an introductory school experience. (CL)

The article summarizes the contradictory evidence regarding the social and emotional stability of gifted youngsters. Finally, a research model capable of both generating empirical studies and integrating the results from diverse investigators is suggested. (Author/CL)

Thirty fourth graders assisted a nonretrded or retarded confederate in constructing an erector set. Ss were classified into high, moderate, or low role-taking groups. Significant associations were found between levels of role-taking and key prosocial behaviors, and distinctions between high and moderate/low role takers were revealed. (Author/CL)

A staggeringly inaccurate account of Asia's history and culture is being given to American school children by their textbooks. That is the sobering conclusion recently reached by more than 100 experts on Asia who were asked by the Asia Society to analyze 306 textbooks widely used in American schools. (Author)

Certain types of technological decision making are socially harmful causing unemployment, inequities of income, and decreased production. Technology should promote the improvement of society, not industry along. Social objectives of the developing countries should be thoroughly examined before instituting any technological decisions. (BL)

When shown photographs, young children preferred children with attractive faces as potential friends, and attributed prosocial behaviors to them. They disliked unattractive faces and attributed antisocial behaviors to them. (ST)

The author suggests dealing with the problem of adolescent sexual behavior through accurate information and wide knowledge of all aspects of human sexual behavior and skill in problem solving. (Author/BY)