Responds to "Deception of Inclusion" (Chesley and Calaluce) by discussing the meaning of inclusion in three parts: (1) by acknowledging the meaning of education itself; (2) by describing the effect of inclusive programs; and (3) by explaining why professionals need to begin to recognize parents as essential collaborators. (CR)

Used longitudinal design to assess risks associated with maltreatment in maltreated and nonmaltreated children. Found that heightened difficulties in peer relationships and self-esteem were associated with greater severity and chronicity of maltreatment. The best predictions of specific aspects of adjustment considered timing, type, and severity…

This article discusses the difficulties that preschool children with disabilities have in interacting with their peers and favorably reviews a workshop package designed for educational staff in early childhood settings. "PEER IN" describes intervention strategies to improve social interaction skills between children with disabilities and typically…

While focusing on the urban context, this article reviews research regarding the family and peer contexts of risk for antisocial behavior and school failure as well as recent empirical evidence supporting strategies for intervention. Early intervention, family interventions, and school environments that discourage aggression are urged. (Contains…

Two studies examined effects of four setting events and two organismic variables on the social behavior of children (ages 9 and 10) with developmental disabilities and autism. Results indicated that peer dyads; cooperative peer intervention; and triads, which included two high-status nondisabled peers, were most effective in promoting positive…

Examined the effects of pairing junior high school physical-education learners by skill ability on students' motor-skill performance, cognitive performance, and perceptions about working with a partner. Pretesting and posttesting indicated that students improved their performances and liked working with partners regardless of how high- or…

Encourages teachers to identify existing natural supports to assist students with disabilities in inclusive classrooms. Natural support categories and strategies include staff member roles, curriculum and instruction, time factors, space utilization, parents, and peers. The importance of the teacher's creativity in making inclusion work is…

This study attempted to increase the quantity of social interaction with peers in classroom settings between children (aged 5 to 9 years) with cerebral palsy who were using augmentative and alternative communication (AAC) systems. The multifaceted 15-week intervention was directed at communication partners and was found effective in increasing…

Used the philosophy of Matthew Lipman as the basis for a discussion-group intervention to improve peer relationships, increase children's self-understanding, enhance their respect for others, and improve critical thinking in 3- to 6-year olds. Found that children improved in their understanding that others have opinions and in their ability to…

Describes the Summer Treatment Program (STP), a comprehensive sports training and treatment program for students with Attention Deficit/Hyperactivity Disorder. STP incorporates social-skills training, academic instruction, parent training, and medication evaluation. STP has been shown to be highly successful and its principles can be transferred…

Using a socio-ecological perspective, examines the influences of adolescents' social networks, personal resources, and environmental risks on adolescents' behavior problems across three samples of youth (N=155). Findings show that social support can operate as a protective agent or as a risk factor, depending on other characteristics of subsystems…

Explores the relationship between antisocial behavior and social resources in a two-year longitudinal study of 100 high-risk adolescents (N=146) in a residential foster care facility. Risk factors and protective functions of variables are discussed, along with theoretical implications and methodological problems. (EMK)

Investigated student responses to the peer revision process. Following three 90-minute peer revision activities over two months, students in a senior English class completed surveys and interviews regarding their attitudes and experiences with peer revision. Results indicated that students were eager to discuss the experience. They tended to…

A study examined the predictive power of selected social and academic variables regarding the arrest frequency for 11th-grade boys who seven years earlier had been judged to be at risk of developing antisocial behavior patterns. Antisocial measures on which participants scored higher were associated with more frequent arrests. (Author/CR)

Replicates and extends a study investigating the effects of sex/gender role typing on attachment to parent and peers. Participants were 395 undergraduate freshmen. Finds that androgynous females reported more close childhood friends, gender role typing and closeness to parents were related, and androgynous gender role typing predicted closeness to…