Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.

The social–emotional behaviors of 76 adolescents with moderate to profound hearing impairment enrolled in residential and public schools were assessed by their classroom teachers. Each student was rated on two instruments: (1) The Meadow Kendall Social-Emotional Assessment and (2) The Social Skill Rating Scale–Teacher Form. Comparisons were made across two settings that included three educational programs (i.e., two total-communication programs and one oral program) located in two public schools and one residential school. No statistically significant differences were found among the three groups. The findings are discussed relative to previous studies and implications for educational programming for students with hearing impairment.

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SEVENTY-FOUR ADOLESCENTS WITH HEARING IMPAIRMENT, ENROLLED IN PUBLIC AND RESIDENTIAL SCHOOLS, COMPLETED SELF-EVALUATIONS OF THEIR SOCIAL SKILLS. THE SELF-RATINGS WERE COMPARED ACCORDING TO EDUCATIONAL SETTING AND MODE OF COMMUNICATION. PUBLIC SCHOOL STUDENTS RATED THEIR SOCIAL SKILLS HIGHER THAN DID RESIDENTIAL STUDENTS. THE FINDINGS ARE DISCUSSED RELATIVE TO PREVIOUS STUDIES, INFLUENTIAL VARIABLES, AND IMPLICATIONS FOR SOCIAL DEVELOPMENT AND INTERVENTION AMONG YOUTH WITH HEARING IMPAIRMENT.