Empirically-Erived Teaching Package for Socially Withdrawn Handicapped and Nonhandicapped Children

Day, Robert M.; Lindeman, David P.; Powell, Thomas H.; J, Fox James; Stowitschek, Joseph J.; Shores, Richard E.

doi:10.1177/088840648400700107

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…First, efforts to combine empirically validated procedures into intervention packages available for widespread dissemination have only recently been undertaken (Atwater et al, 1991;Day et al, 1984;.…”

Section: Research Examination Of Intervention Integrity and Effectivementioning

confidence: 99%

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Peterson

McConnell

1993

Topics in Early Childhood Special Education

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As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. This article highlights the need for effective social skills interventions for these children and reviews available intervention procedures and packages. In addition, factors affecting the current impact of social skills interventions in early childhood special education are discussed, and research efforts to increase the impact of these interventions are reviewed. Specifically, research efforts aimed at documenting intervention integrity and confirming the link between intervention integrity and intervention effectiveness are addressed.As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. Compared to age-mates with typical development, children eligible for early childhood special education services exhibit lower rates of social initiations, social responses, and other aspects of social interaction (Spicuzza, McConnell, & Odom, 1991;Strain, 1983); spend less time engaged in classroom activities where social interaction is likely to occur (Odom, Peterson, McConnell, &C Ostrosky, 1990); and are likely to use fewer, and lower-quality, social strategies for participating effectively in interactions with other children (Guralnick, 1992). To address these and other social behavioral deficits, researchers have devoted substantial attention and resources to the development of social interaction skills interventions. These inter-TECSE 13(1), 38-56 (1993) © PRO-ED Inc. 38 at PENNSYLVANIA STATE UNIV on May 25, 2015 tec.sagepub.com Downloaded from

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Section: Research Examination Of Intervention Integrity and Effectivementioning

confidence: 99%

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Peterson

McConnell

1993

Topics in Early Childhood Special Education

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Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look

Fox

Savelle

1987

Behavioral Disorders

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This article critically reviews research on the social interactions of behaviorally disordered children with family members. Behaviorally disordered children are in part characterized by their difficulty in establishing or maintaining positive social relationships. This includes conduct disordered, socially withdrawn, and autistic children. Most applied research on social development has been conducted in educational settings. Yet, parents and siblings are typically acknowledged as the earliest and one of the most enduring influences on children's social development. Descriptive and intervention research that includes direct observational measures of social interaction between behaviorally disordered children, their siblings, or parents are reviewed. Two princiipal questions are addressed: (a) To what degree have these research studies shown that behaviorally disordered children exhibit deficits in positive interaction with family members when compared to nonhandicapped children and their families; and (b) what interventions have been shown to be effective in increasing positive interaction between behaviorally disordered children and their families? Issues and questions for future research in this area are discussed.

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Overview of Research on Social Interaction: A Historical and Personal Perspective

Shores

1987

Behavioral Disorders

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This article presents a review of research on social interaction that was conducted by the author, students, and colleagues, primarily at George Peabody College for Teachers of Vanderbilt University. The article traces the history and presents both successes and failures of our research in gaining information regarding the development of social interaction skills of handicapped (i.e., behaviorally disordered and mentally retarded) children. Several suggestions are made for future research and development areas. The article does not represent a comprehensive review, but rather a historical overview of a program of research conducted at Peabody. Each publication cited has incorporated related research from sources other than that completed at Peabody. In order to illustrate the progression of our program of research, the literature presented is consciously limited. The author presents this article as a personal perspective which should not necessarily be considered the perspective of other investigators involved in the research.

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Empirically-Erived Teaching Package for Socially Withdrawn Handicapped and Nonhandicapped Children

Cited by 3 publications

References 9 publications

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look

Overview of Research on Social Interaction: A Historical and Personal Perspective

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