The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between…

Discussion and study of the social-emotional development of deaf and hard of hearing children, though extensive, has yet to provide an accurate understanding of the differences between deaf and hearing children. Consequently, the goal of the researchers was to conduct a profile analysis to determine similarities and differences between the two…

This article reviews the components of social validation and how they apply to social skills assessment for people with disabilities. Components include the social importance of the intervention outcomes, the social significance of the goals, the appropriateness of the procedures, and determination of the optimal levels for target behaviors.…

Provides introductory comments and definitions regarding the area of social-emotional interventions in schools. Suggests that although there have been significant advances in school-based social-emotional intervention programming, future efforts are needed to help practitioners customize and implement programs effectively across school systems,…

The report summarizes recent and ongoing research on processes involved in the development of antisocial behavior disorders in children and adolescents. Studies address both the applied problem of preventing aggressive behavior and the overall relation of cognition to social behavior. A social information processing model of social competence is…

This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…

A recent summary of research produced by a task force of psychologists and educational researchers associated with the National Association for Gifted Children and the National Research Center on the Gifted and Talented indicated that high-ability students are generally at least as well adjusted as any other group of youngsters. This research also…

A growing body of evidence confirms that serious and persistent challenging behaviors in early childhood directly relate to later problems in school success, social relationships, educational and vocational success, and social adjustment. Conversely, key social skills associated with learning in group settings include being able to get along with…

The concept of entrapment, viewed as a conceptual framework for social interaction skills training, is a behavioral process whereby newly acquired social responses come under the control of naturally occurring reinforcers, usually the social behavior of peers. Selection of target behaviors and intervention procedures to promote entrapment are…

Focuses on the nature of peer relationships of attention-deficit/hyperactivity disorder (ADHD) children, including relationship problems that are commonly manifested in the areas of academic, conduct, and social problems. Finds that children with ADHD experience numerous peer difficulties and may benefit from specially designed intervention. (SD)

This paper reports findings from a study of social adjustments in the face-to-face interactions of four highly original preschool children, and suggests a framework for guiding the social development of gifted and talented young children. Descriptions of the four students' behavior patterns demonstrate the social adjustments they employed in…

Youth who experience difficulties in personal and social development, often struggle to integrate themselves into society and into the labor market. This digest outlines a model which fosters social and labor market integration for such youth. The model consists of three dimensions: (1) psychovocational; (2) sociopsychological; and (3)…

This is a step-by-step guide to developing a social skills curriculum and designing its instruction. It teaches how to construct assessments and plan interventions to address problems in student social behavior using procedures that can be used to set instructional goals and develop interventions for almost any student who has trouble with social…

The article documents relationships between adaptive behavior and social skills. Social competence deficits in mildly handicapped children are classified into four types: skill deficits, performance deficits, self-control skill deficits, and self-control performance deficits. Assessment procedures for classification and intervention purposes are…

Studied adolescent participants in a group intervention program to determine the influence of peer reactions to problem behavior. Found that the impact of friendship is not always positive and can lead to unintended iatrogenic consequences. Concludes that adults' role in attending to children's peer contexts is perhaps the most critical for…