The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income…

Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association…

While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)

The self-perceptions of 64 English pupils (ages 8-16) with Down Syndrome were assessed in three school-related domains: academic competence, physical competence, and social acceptance. The pupils held very positive self-perceptions in each domain. Self-perceptions became more positive with age, were more positive for females than males, and were…