Implementing a Classroom-Based Social Skills Training Program in Middle Childhood

Journal of Educational and Psychological Consultation

Volumn 12, Issue 2, 2001, Pages 91-111

  Rotheram Borus, Mary Jane ^a,b   Bickford, Barbara ^a   Milburn, Norweeta G ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b Center for Community Health   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035638879     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1207/S1532768XJEPC1202_02     Document Type: Article

References (57)

1. Albee, G., & Gullotta, T., (Eds). (1997). Primary prevention works. Thousand Oaks, CA: Sage.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3. Barrett, P. M. (1998). Evaluation of cognitivebehavioral group treatments for childhood anxiety disorders. Journal of Clinical Child Psychology, 4, 459-468.
4. Bergin, A. E., & Garfield, S. L. (Eds.). (1994). Handbook of psychotherapy and behavior change. New York: Wiley.
5. Bickford, B. K., Miller, S., & Rotheram-Borus, M. J. (1999). The Assertive Communication Training (ACT) Game: A social skills training program for children in grades 3-6. Los Angeles: Department of Psychiatry, Division of Social and Community Psychiatry, UCLA.
6. Blueprints For Violence Prevention. (2000). Available: http://www.colorado.edu/cspv/blueprints/model
7. Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Longterm followup results of a randomized drug abuse prevention trial in a white middleclass population. Journal of the American Medical Association, 273, 1106-1112.
8. Bruene-Butler, L., Hampson, J., Elias, M. J., & Clabby, J. F. (1997). The improving social awareness-social problem solving project. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works (pp. 239-267). Thousand Oaks, CA: Sage.
9. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. The report of the task force on education of young adolescents. New York: Carnegie Corporation of New York.
10. Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing adolescents for a new century. New York: Carnegie Corporation of New York.
11. Consortium on the School-Based Promotion of Social Competence. (1996). The school-based promotion of social competence: Theory research, practice, and policy. In R. Haggerty, L. Sherrod, R. Lonnie, N. Garmezy, & M. Ruttler (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 268-316). New York: Cambridge University Press.
12. Doctoroff, S. (1997). Sociodramatic script training and peer role prompting: Two tactics to promote sociodramatic play and peer interaction. Early Child Development and Care, 136, 27-43.
13. Dodge, K., Pettit, G., McClaskey, C., & Brown, M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51(2), 1-85.
14. Elias, M., Gager, P., & Leon, S. (1997). Spreading a warm blanket of prevention over all children: Guidelines for selecting substance abuse and related prevention curricula for use in the schools. Journal of Primary Prevention,18, 41-69.
15. Finch, M. K. (1998). Social skills training for preadolescents with problem behaviors. Dissertation Abstracts International Section A: Humanities and Social Sciences, 59(4-A), 1334. (University Microfilms No. AAM9829692)
16. Gresham, F. M. (1998). Social skills training with children: Social learning and applied behavioral analytic approaches. In T. S. Watson & F. M. Gresham (Eds.), Handbook of child behavior therapy (pp. 475-497). New York: Plenum.
17. Gutkin, T., & Reynolds, C. (Eds.). (1990). The handbook of school psychology (2nd ed.). New York: Wiley.
18. Hansen, D., Nangle, D., & Meyer, K. (1998). Enhancing the effectiveness of social skills interventions with adolescents. Education and Treatment of Children, 4, 489-513.
19. Hanson, P., & Lubin, B. (1986). Assessment of trainer skill by self, peers, and supervisors. Organ Development Journal, 4(3), 28-39.
20. Hawkins, J. D., Catalano, R. F., Morrison, D. M., O'Donnell, J., Abbott, R. D., & Day, L. E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behaviors. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 139-161). New York: Guilford.
21. Head, S., & Brookhart, A. (1997). Lifestyle modification and relapseprevention training during treatment for weight loss. Behavior Therapy, 28, 307-321.
22. Hepler, J. B. (1998). Social integration of children with emotional disabilities and nonhandicapped peers in a school setting. Early Child Development and Care, 147, 99-115.
23. Hermann, D. S., & McWhirter, J. J. (1997) Refusal and resistance skills for children and adolescents: A selected review. Journal of Counseling and Development, 3, 177-187.
24. Hoagwood, K., & Erwin, H. D. (1997). Effectiveness of school-based mental health services for children: A 10-year research review. Journal of Child and Family Services, 6, 435-451.
25. Jackson, H. J., Smith, N., & McGorry, P. (1990). Relationship between expressed emotion and family burden in psychotic disorders: An exploratory study. Acta Psychiatrica Scandinavica, 82(3), 243-249.
26. Jensen, J., Parsons, M., & Reid, D. (1998). Supervisory training for teachers: Multiple, long-term effects in an education program for adults with severe disabilities. Research in Developmental Disabilities, 19, 449-463.
27. Kagan, S., & Neuman, M. (1997). Defining and implementing school readiness: Challenges for families, early care and education, and schools. In R. Weissberg & T. Gullotta (Eds.), Healthy children 2010: Establishing preventive services (pp. 61-96). Thousand Oaks, CA: Sage.
28. Kazdin, A. E. (1998). Psychosocial treatments forconduct disorder in children. In P. E. Nathan & J. M. Gorman (Eds.), A guide to treatments that work (pp. 65-89). New York: Oxford University Press.
29. Krantz, P. K., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
30. Krasnegor, N. A., Epstein, L. H. Johnson, S. B., & Yaffe, S. J. (Eds.). (1993). Developmental aspects of health compliance behavior. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
31. Lambert, S., & Christie, D. (1998). A social skills group for boys with Tourette's syndrome. Clinical Child Psychology and Psychiatry, 3, 267-277.
32. Lieberman, M. A., Yalom, I. D., & Miles, M. B. (1973). Encounter groups: First facts. New York: Basic Books.
33. Lim, L., Girl, T. A., & Quah, M. M. (1998). Parental perspectives on curriculum priorities for their young children with disabilities. Early Child Development and Care, 144, 91-99.
34. Magee Quinn, M., Kavale, K., Mathur, S., Rutherford, R., & Forness, S. (1999). A meta-analysis of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64.
35. March, J. S., & Mulle, K. (1998). OCD in children and adolescents: A cognitive-behavioral treatment manual. New York: Guilford.
36. McConaughy, S. H., Kay, P. J., & Fitzgerald, M. (1998). Preventing SED through parent-teacher action research and social skills instruction: First year outcomes. Journal of Emotional and Behavioral Disorders, 6, 81-93.
37. Miyazaki, M., Okada, K., & Mizumura, K. (1996). An analysis of the use of role play with severely mentally retarded children to improve communication and activity. Japanese Journal of Special Education, 33, 79-85.
38. Norcross, J. C., & Vangarelli, D. J. (1988/1989).The resolution solution: Longitudinal examination of New Year's change attempts. Journal of Substance Abuse, 1, 127-134.
39. Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: Guilford.
40. Rotheram-Borus, M. J. (1982). Social skills training with underachievers, disruptive and exceptional children. Psychology in the Schools, 19, 532-539.
41. Rotheram-Borus, M. J. (1988). Assertiveness training with children. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 83-97). Washington, DC: American Psychological Association.
42. Rotheram-Borus, M. J. (1999, September). A behavioral model for examining intervention research. Paper presented at the National Institute of Mental Health (NIMH) Workgroup on Processes for Behavior Change, Seattle, WA.
43. Rotheram, M., Armstrong, M., & Booream, C. (1982). Assertiveness training in fourth- and fifth-grade children. American Journal of Community Psychology, 10, 567-582.
44. Rotheram-Borus, M. J., Gwadz, M., Fernandez, M. I., & Srinivasan, S. (1998). Timing of HIV interventions on reductions in sexual risk among adolescents. American Journal of Community Psychology, 26, 73-96.
45. Schepis, M. M., Reid, D. H., Behrmann, M. M., & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561-578.
46. Simoneau, T. L., Miklowitz, D. J., & Saleem, R. (1998). Expressed emotion and interactional patterns in the families of bipolar patients. Journal of Abnormal Psychology, 107, 497-507.
47. Schmuck, R. (1990). Organization development in schools: Contemporary concepts and practices. In T. Gutkin & C. Reynolds (Eds.), The handbook of school psychology (2nd ed., pp. 899-919). New York: Wiley.
48. Snapp, M., Hickman, J., & Conoley, J. (1990). Systems interventions in school settings: Case studies. In T. Gutkin & C. Reynolds (Eds.), The handbook of school psychology (2nd ed., pp. 920-934). New York: Wiley.
49. Spivack, G., & Shure, M. (1974). Social adjustment of young chidren: A cognitive approach to solving real-life problems. San Francisco, CA: Jossey-Bass.
50. Spivack, G., & Shure, M. (1982). Interpersonal problem solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.
51. Tharp, R., & Wetzel, R (1969). Behavior modification in the natural environment. New York: Academic.
52. Vostanis, P., Nicholls, J., & Harrington, R. (1994). Maternal expressed emotion in conduct and emotional disorders of childhood. Journal of Child Psychology & Psychiatry & Allied Disciplines, 36, 833-846.
53. Weissberg, R. P., Barton, H. A., & Shriver, T. P. (1997). The social-competence promotion program for young adolescents. In G. W. Albee & T. P. Gullota (Eds.), Primary prevention works (pp. 268-290). Thousand Oaks, CA: Sage.
54. Weissberg, R., Gullotta, T., Hampton, R., & Ryan, B. (Eds.). (1997). Healthy children 2010: Establishing preventive services. Thousand Oaks, CA: Sage.
55. Weisz, J. R., & Weiss, B. (1993). Effects of psychotherapy with children and adolescents. Newbury Park, CA: Sage.
56. Yeats, K., & Selman, R. (1989). Social competence in the schools: Toward an integrative developmental model for intervention. Developmental Review, 9, 64-100.
57. Zins, J. E., & Wagner, D. I. (1997). Educating children and youth for psychological competence. In R. J. Illback, C. T. Cobb, & H. M. Joseph (Eds.), Integrated services for children and families: Opportunities for psychological practice (pp.137-156). Washington, DC: American Psychological Association.