Expanding the social skills deficit framework: A developmental synthesis perspective, classroom social networks, and implications for the social growth of students with disabilities

Journal of Special Education

Volumn 30, Issue 3, 1996, Pages 232-256

  Farmer, Thomas W ^a   Pearl, Ruth ^b   Van Acker, Richard M ^b  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b Center for Developmental Science ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030488921     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/002246699603000302     Document Type: Review

References (87)

1. Adler, P. A., Kless, S. J., & Adler, P. (1992). Socialization to gender roles: Popularity among elementary school boys and girls. Sociology of Education, 65, 169-187.
2. Asher, S. R., & Taylor, A. R. (1981). Social outcomes of mainstreaming: Sociometric assessment and beyond. Exceptional Education Quarterly, 1, 13-30.
3. Baldwin, W. K. (1958). The educable mentally retarded child in the regular grades. Exceptional Children, 25, 106-108, 112.
4. Bear, G., Juvonen, J., & McInerney, F. (1993). Self-perceptions and peer relations of boys with and boys without learning disabilities in an integrated setting: A longitudinal study. Learning Disability Quarterly, 16, 127-136.
5. Bolger, N., Caspi, A., Downey, G., & Moorehouse, M. (1988). Development in context: Research perspectives. In N. Bolger, A. Caspi, G. Downey, & M. Moorehouse (Eds.), Persons in context: Developmental processes (pp. 1-24). Cambridge: Cambridge University Press.
6. Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bio-ecological model. Psychological Review.
7. Bruininks, V.L. (1978). Actual and perceived peer status of learning disabled students in mainstream programs. The Journal of Special Education, 12, 51-58.
8. Bryan, T. (1994). The social competence of students with learning disabilities over time: A response to Vaughn and Hogan. Journal of Learning Disabilities, 27, 304-308.
9. Cairns, R. B. (1979). Social development: The origins and plasticity of interchanges. San Francisco: Freeman.
10. Cairns, R. B. (1983). Sociometry, psychometry, and social structure: A commentary on six recent studies of popular, rejected, and neglected children. Merrill-Palmer Quarterly, 29, 429-438.
11. Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. New York: Harvester Wheatsheaf.
12. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60, 1437-1452.
13. Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S., & Gariepy, J.-L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815-823.
14. Cairns, R. B., Leung, M.-C., Buchanan, L., & Cairns, B. D. (1995). Friendships and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child Development, 66, 1330-1345.
15. Cairns, R. B., McGuire, A., & Gariepy, J.-L. (1993). Developmental behavior genetics: Fusion, correlated constraints, and timing. In D. Hay & A. Angold (Eds.), Precursors in developmental psychopathology (pp. 87-122). Chichester, England: Wiley.
16. Cairns, R. B., Neckerman, H. J., & Cairns, B.D. (1989). Social networks and the shadows of synchrony. In G. R. Adams, R. Montemayor, & T. P. Gullota (Eds.), Biology of adolescent behavior and development (pp. 275-305). Newbury Park, CA: Sage.
17. Cairns, R. B., Perrin, J. E., & Cairns, B. D. (1985). Social structure and social cognition in early adolescence: Affiliative patterns. Journal of Early Adolescence, 5, 339-355.
18. Cairns, R. B., Santoyo, C., & Holly, K. (1994). Aggressive escalation: Toward a developmental analysis. In M. Potegal & J. F. Knutson (Eds.), The dynamics of aggression: Biological and social processes in dyads and groups (pp. 227-253). Hillsdale, NJ: Erlbaum.
19. Caspi, A., Elder, G. H., Jr., & Bem, D. J. (1987). Moving against the world: Life-course patterns of explosive children. Developmental Psychology, 23, 308-313.
20. Caspi, A., Elder, G. H., Jr., & Bem, D. J. (1988). Moving away from the world: Life-course patterns of shy children. Developmental Psychology, 24, 824-831.
21. Caspi, A., Elder, G. H., Jr., & Herbener, E. S. (1990). Childhood personality and the prediction of life-course patterns. In L. Robins & M. Rutter (Eds.), Straight and devious pathways from childhood to adulthood (pp. 13-35). Cambridge: Cambridge University Press.
22. Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17-59). Cambridge: Cambridge University Press.
23. Coleman, J. (1961). The adolescent society. Glencoe, IL: Free Press.
24. Dodge, K. A. (1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559-584.
25. Dodge, K., & Feldman, E. (1990). Social cognition and sociometric status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 119-155). Cambridge: Cambridge University Press.
26. DuPaul, G., & Eckert, T. (1994). The effects of social skills curricula: Now you see them, now you don't. School Psychology Quarterly, 9, 113-132.
27. Durkeim, E. (1951). Suicide. New York: Free Press.
28. Eder, D. (1985). The cycle of popularity: Interpersonal relations among female adolescents. Sociology of Education 58, 154-165.
29. Eder, D., & Parker, S. (1987). The cultural production and reproduction of gender: The effect of extracurricular activities on peer-group culture. Sociology of Education, 60, 200-213.
30. Elder, G. H., Jr., & Caspi, A. (1988). Human development and social change: An emerging perspective on the life course. In N. Bolger, A. Caspi, G. Downey, & M. Moorehouse (Eds.), Persons in context: Developmental processes (pp. 77-113). Cambridge: Cambridge University Press.
31. Evans, C., & Eder, D. (1993). "No Exit": Processes of social isolation in the middle school. Journal of Contemporary Ethnography, 22, 139-170.
32. Farmer, T. W. (1994). Social networks and the social behavior of youth with emotional and behavioral disorders: Implications for intervention. B. C. Journal of Special Education, 18, 223-234.
33. Farmer, T. W., & Farmer, E. M. Z. (1996). The social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62, 431-450.
34. Farmer, T. W., & Hollowell, J. H. (1994). Social networks in mainstream classrooms: Social affiliations and behavioral characteristics of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 2, 143-155, 163.
35. Farmer, T. W., & Rodkin, P. C. (1996). The social network centrality perspective. Social Development, 5, 174-188.
36. Farmer, T. W., Stuart, C. B., Lorch, N. H., & Fields, E. (1993). The social behavior and peer relations of children with emotional and behavioral disorders in residential treatment: A pilot study. Journal of Emotional and Behavioral Disorders, 1, 223-234.
37. Gaines, K. R. E., Cairns, R. B., & Cairns, B. D. (1994, March). Social networks and risk for school dropout. Paper presented at the Society for Research in Adolescence, San Diego.
38. Gottlieb, G. (1983). The psychobiological approach to developmental issues. In P. H. Mussen (Ed.), Handbook of child psychology (Vol. 2, pp. 1-26). New York: Wiley.
39. Gresham, F. M. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422-433.
40. Hallahan, D. P., & Kauffman, J. M. (1994). Toward a culture of disability in the aftermath of Deno and Dunn. The Journal of Special Education, 27, 496-508.
41. Hallinan, M. T. (1979). Structural effects on children's friendships and cliques. Social Psychology Quarterly, 42, 43-54.
42. Hallinan, M. T., & Smith, S. S. (1989). Classroom characteristics and student friendship cliques. Social Forces, 67, 898-919.
43. Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64, 879-896.
44. Hymel, S., Wagner, E., & Butler, E. (1990). Reputational bias: View from the peer group. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 156-188). Cambridge: Cambridge University Press.
45. Iano, R. P., Ayers, D., Heller, H. B., McGettigan, J. F., & Walker, V. S. (1974). Sociometric status of retarded children in an integrative program. Exceptional Children, 40, 276-271.
46. Juvonen, J., & Bear, G. (1992). Social adjustment of children with and without learning disabilities in integrated classrooms. Journal of Educational Psychology, 84, 322-330.
47. Kandel, D. (1978). Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology, 84, 427-436.
48. Kantor, R. M. (1977). Men and women of the corporation. New York: Basic Books.
49. Kindermann, T. A. (1993). Natural peer groups as contexts for individual development: The case of children's motivation in school. Developmental Psychology, 29, 970-977.
50. Kinney, D. A. (1993). From nerds to normals: The recovery of identity among adolescents from middle school to high school. Sociology of Education, 66, 21-40.
51. Kistner, J. A., & Gatlin, D. (1989). Correlates of peer rejection among children with learning disabilities. Learning Disability Quarterly, 12, 133-140.
52. Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274-308). Cambridge: Cambridge University Press.
53. Ladd, G. W. (1983). Social networks of popular, average, and rejected children in school settings. Merrill-Palmer Quarterly, 29, 283-307.
54. La Freniere, P., Strayer, F. F., & Gauthier, R. (1984). The emergence of same-sex affiliative preferences among preschool peers: A developmental/ethological perspective. Child Development, 55, 1958-1965.
55. La Greca, A. M. (1993). Social skills training with children: Where do we go from here? Journal of Clinical Child Psychology, 22, 288-298.
56. Larrivee, B., & Horne, M. D. (1991). Social status: A comparison of mainstreamed students with peers of different ability levels. The Journal of Special Education, 25, 90-101.
57. Lerner, R. M., Lerner, J. V., & Tubman, J. (1989). Organismic and contextual bases of development in adolescence: A developmental contextual view. In G. R. Adams, R. Montemayor, & T. P. Gullota (Eds.), Biology of adolescent behavior and development (pp. 11-37). Newbury Park, CA: Sage.
58. Leung, M.-C. (1993). Social cognition and social networks of Chinese school children in Hong Kong. Unpublished doctoral dissertation, University of North Carolina at Chapel Hill.
59. Magnusson, D., & Cairns, R. B. (in press). Developmental science: Toward a unitary framework for psychological phenomena. In R. B. Cairns & G. Gottlieb (Eds.), Developmental science: Proceedings from the Carolina Consortium on Human Development.
60. McConnell, S. R., & Odom, S. L. (1986). Sociometrics: Peer-referenced measures and the assessment of social competence. In P. S. Strain, M. J. Guralnik, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 215-284). Orlando, FL: Academic Press.
61. Neckerman, H. J. (1992). Ontogeny of friendships: Stability and change. Unpublished doctoral dissertation, University of North Carolina at Chapel Hill.
62. Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average, sociometric status. Psychological Bulletin, 113, 99-128.
63. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low accepted children at risk? Psychological Bulletin, 102, 357-389.
64. Pearl, R., & ryan, T. H. (1990). Learning disabled adolescents' vulnerability to victimization and delinquency. In E. L. Swanson & B. Keogh (Eds.), Learning disabilities: Theoretical and research issues (pp. 139-154). Hillsdale, NJ: Erlbaum.
65. Pearl, R., & Bryan, T. H. (1992). Students' expectations about peer pressure to engage in misconduct. Journal of Learning Disabilities, 25, 582-585, 597.
66. Pearl, R., Bryan, T. H., Fallon, P., & Herzog, A. (1991). Learning disabled students' detection of deception. Learning Disabilities Research and Practice, 6, 12-16.
67. Pearl, R., Bryan, T. H., & Herzog, A. (1990). Resisting or acquiescing to peer pressure to engage in misconduct: Adolescents' expectations of probable consequences. Journal of Youth and Adolescence, 19, 43-55.
68. Perlmutter, B., Crocker, J., Cordray, D., & Garstecki, D. (1983). Sociometric status and related personality characteristics of mainstreamed learning disabled adolescents. Learning Disability Quarterly, 6, 20-30.
69. Ray, B. (1985). Measuring the social position of the mainstreamed handicapped child. Exceptional Children, 52, 57-62.
70. Sabornie, E. J. (1985). Social mainstreaming of handicapped students: Facing an unpleasant reality. Remedial and Special Education, 6(2), 12-16.
71. Sabornie, E. J. (1987). Bi-directional social status of behaviorally disordered and nonhandicapped elementary school pupils. Behavioral Disorders, 12, 45-57.
72. Sabornie, E.J., & Kauffman, J. M. (1985). Regular classroom sociometric status of behaviorally disordered students. Behavioral Disorders, 10, 268-274.
73. Sabornie, E. J., & Kauffman, J. M. (1986). Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation. Education and Training in Mental Retardation, 139-148.
74. Sabornie, E. J., & Kauffman, J. M. (1987). Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation. Education and Training in Mental Retardation, 22, 139-149.
75. Sabornie, E. J., Marshall, K. J., & Ellis, E. S. (1990). Restructuring of mainstream sociometry with learning disabled and nonhandicapped students. Exceptional Children, 56, 314-323.
76. Sale, P., & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children, 62, 6-19.
77. Sameroff, A. J. (1983). Developmental systems: Contexts and evolution. In P. H. Mussen (Series Ed.) & W. Kessen (Ed.), Handbook of child psychology (Vol. 1, 4th ed., pp. 237-294). New York: Wiley.
78. Shrum, W., Cheek, N. H., & Hunter, S. M. (1988). Friendship in school: Gender and racial homophily. Sociology of Education, 61, 227-239.
79. Siperstein, G. N., Bopp, M. J., & Bak, J. J. (1978). Social status of learning disabled children. Journal of Learning Disabilities, 11, 49-53.
80. Steinberg, Z., & Knitzer, J. (1992). Classrooms for emotionally and behaviorally disturbed students: Facing the challenge. Behavioral Disorders, 17, 145-156.
81. Stone, W. L., & La Greca, A. M. (1990). The social status of children with learning disabilities: A reexamination. Journal of Learning Disabilities, 23, 32-37.
82. Vacc, N. A. (1968). A study of behavior disordered children in regular and special classes. Exceptional Children, 35 197-204.
83. Vacc, N. A. (1972). Long term effects of special class intervention for behavior disordered children. Exceptional Children, 39, 15-22.
84. Valsiner, J., & Cairns, R. B. (1992). Theoretical perspectives on conflict and development. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 15-35). Cambridge: Cambridge University Press.
85. Vaughn, S., Haager, D., Hogan, A., & Kouzekanani, K. B. (1992). Self-concept and peer acceptance in students with learning disabilities: A 4-to 5-year prospective study. Journal of Educational Psychology, 84, 43-50.
86. Vaughn, S., Hogan, A., Kouzekanani, K. B., & Shapiro, S. (1990). Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification. Journal of Educational Psychology, 82, 101-106.
87. Zaragoza, N., Vaughn, S., & McIntosh, R. (1991). Social skills interventions and children with behavior problems: A review. Behavioral Disorders, 16, 260-275.