Followed two large cohorts of African-American third graders from low-income families into early adolescence. Assessed adjustment at end of first year of middle school by teacher and parent ratings and by adolescent self-reports. Found that both childhood aggression and peer rejection appeared to be significant predictors of adolescent disorder,…

Children of inductive parents, or those rated low in their use of power assertive discipline, exhibited fewer disruptive playground behaviors than other children. Daughters of inductive mothers exhibited more prosocial behavior than other children. Children of inductive mothers were preferred to other children by peers. (BC)

Defined peer-rated, narrow-band dimensions of undercontrolled behavior of 362 third through sixth grade boys that was associated with peer rejection. Results revealed three narrow-band dimensions in the peer perceptions of grade school boys: (1) aggression; (2) hyperactivity; and (3) inattention-immaturity. (SH)

This paper describes an awareness project involving presentations to secondary school students on the nature of learning disabilities. A university student with learning disabilities gave the presentation to approximately 450 students in 24 Newfoundland schools. Participants rated the presentation highly and demonstrated better understanding of…

Semi-structured interviews with 21 nonhandicapped high school students indicated that their experiences with peers with moderate to severe disabilities had resulted in such benefits as improved self-concept, increased tolerance of other people, reduced fear of human differences, and development of personal principles. Areas of difficulty were also…

Adolescents (n=173) rated the academic and social characteristics of a male peer who was videotaped as a highly competent student and as an average student. Students judged the competent target as likely to be more successful in academic subjects, more socially acceptable, and a better leader than the less competent peer. (Author/JDD)

A study involving 40 typical preschoolers and their mothers found they talked more about children with physical disabilities than those with Down syndrome during a storytelling task, and that children's comments about children with physical disabilities were positively related to teachers' ratings of children's interactions with classmates with…

Examined the effectiveness of the eight-week "Words Can Hurt You" anti-bias curriculum on kindergartners' gender stereotyping and perceived competency. Analysis of pretest/posttest scores in experimental and contrast groups indicated that the anti-bias curriculum increased androgynous responses on the Gender-Stereotyped Attitude Scale for Children…

A study that examined social outcomes of 59 elementary school students with learning disabilities, 72 low- to average-achieving students, and 54 high-achieving students, found that students in the consultation/collaborative-teaching setting demonstrated more positive outcomes than students in the co-teaching setting on friendship quality and peer…

The attitudes of 144 high school students toward individuals with mental retardation were examined using the Mental Retardation Attitude Inventory-Revised. Results indicated that gender and frequency of contact both influenced attitudes. Females and students with more frequent contacts with individuals with mental retardation indicated more…

A study examined the relationship between phonological awareness skills and social-emotional competence among 98 Israeli preschool children, 39 at risk for developing learning disabilities. Children at risk had lower phonological awareness measures, viewed themselves as more lonely, felt less confident, and were less accepted by peers. (Contains…

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…

An expansion of the Social Coping Questionnaire was used to investigate how 229 gifted students (ages 11-17) coped with being identified as gifted. Results found five social coping factors: denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and the hiding of giftedness. Females were more likely to deny abilities.…

Thirty students with learning disabilities (LD) in inclusive third-to fifth-grade classrooms and 60 educators were interviewed regarding social support at school. While students with LD felt part of a social network, many reported socially related loneliness. Results indicate a discrepancy between students' and teachers' choices of preferred…

Describes and reviews the work of researchers who have operationalized the construct of friendship and the theoretical basis for the association between friendship experiences and children's level of psychological adjustment. Details study of how various levels of friendship constructs relate to one another and to children's loneliness and…