Teaching Interpersonal Skills to Poorly Accepted Students: Peer-pairing versus Non-peer-pairing.

Vaughn, Sharon; Lancelotta, Gary X.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ420988

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4405

EISSN: N/A

Teaching Interpersonal Skills to Poorly Accepted Students: Peer-pairing versus Non-peer-pairing.

Vaughn, Sharon; Lancelotta, Gary X.

Journal of School Psychology, v28 n3 p181-88 Fall 1990

Studied whether social skills intervention would be more effective when delivered in presence of high-social-status (HS) students in grades two, three, and four. Assigned 35 low-social-status students to intervention with HS peers, without HS peers, or no intervention. Evaluations of peer ratings, social problem solving, and teacher ratings revealed little support for HS peer pairing. (Author/PVV)

Descriptors: Behavior Modification, Elementary Education, Elementary School Students, Grade 2, Grade 3, Grade 4, Interpersonal Competence, Peer Acceptance, Peer Relationship, Skill Development, Social Behavior, Social Status

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A