Presents a group sales project to culminate the business communication course, an activity which integrates the oral and written communication skills important in the work place. (MS)

Presents suggestions for superintendents and central office executives to provide support for principals. Principals can be helped in the following ways: hire the best principals; look within the system for principal candidates; provide training in instructional leadership; inform principals about legal matters; and visit principals often. (CJH)

In the context of a response to other articles contained in a special issue on social interaction skills of handicapped students, trends in developing social interaction skills of behavior disordered students are discussed, including current training issues and procedures as well as suggestions for future research and program development. (JW)

Results from 13 studies on tutorial programs for social acceptance and academic achievement showed significant gains when involving educable mentally retarded, learning disabled, and behaviorally disordered elementary students as tutors. The studies involved cross-age and peer tutoring roles in both resource tutoring and total class tutoring…

The reliability of a 13-item questionnaire designed to assess the humanistic behaviors of internal medicine residents and the reliability of nurses as raters of those behaviors were examined. Residents were evaluated by nurses on two general medicine services and on cardiology and hematology-oncology services. (Author/MLW)

Examined changes in individual construing processes for students in British institutes of higher learning, with reference to T-group or experiential learning group outcomes. Found little support for hypotheses that predict consistent positive change in participants' construct systems. Suggests that some participants developed greater interpersonal…

Examines classroom research related to child-to-child interaction and its relationship to the development of social competence in young children. Discusses and summarizes relevant qualitative and quantitative research. Defines social competence and suggests implications of the research for classroom teachers. (Author/RWB)

Five congenitally blind children (ages 5-8) were trained to simultaneously employ appropriate gaze direction and sitting behavior while conversing with an adult. Training consisted of discussion, modeling, physical prompting, feedback, and positive reinforcement. All children reached criterion in 19 to 25 training sessions. (Author/DB)

The paper examines social cognitive activity in mentally retarded children as it applies to language problems, the relationship of problem solving and communication skills, and teaching methods which emphasize language pragmatics. (DB)

The relationship of day care quality to the activities of preschool children during free play and their knowledge of social problem solving was investigated. Relationships were found between dimensions of quality and children's absorption in solitary play and knowledge of social problem solving. (PCB)

Examined dimensions of social competence by several measures of adaptive behavior, social skills, and peer acceptance among 452 elementary school students. Found method of measurement to be most important factor in assessment of social competence. Considers interacting influences of method, setting, and content on assessment of social competence.…

Administered questionnaires to 177 college students to examine relationship of family structure, family relationship variables, and personal attributes to previous dating behaviors. Family structure had no effect on number of partners. Adolescents from nonintact households began dating earlier than those from intact households. Personal attributes…

School-based, social problem-solving (SPS) training offers promise both for the prevention and remediation of social maladjustment of disabled children, with emphasis placed on social competence, social skills, and social problem-solving. Strategies for maximizing SPS skills acquisition include repetition, modeling, and role-playing. (CB)

One hundred and seventy-nine first to fourth graders who had experienced one or more of six health problems were judged by classroom teachers to have more serious school adjustment problems and fewer school competencies than a demographically matched peer group of 710 youngsters who had not experienced such problems. (Author)

Based on the recollections of high-achieving young adults, concludes that while the major influence of memorable teachers is on academic competence and performance, the characteristics perceived as having had notable influence are interpersonal skills and affective qualities. (GC)