Social Skills Interventions: Not Just for Children With Special Needs

Young Exceptional Children

Volumn 5, Issue 4, 2002, Pages 19-26

  Taylor, A Sean ^a   Peterson, Carla A ^b   Mcmurray Schwarz, Paula ^c   Guillou, Terrie Sue ^d  

^a Heartland Area Education Agency 11   (United States)

^b IOWA STATE UNIVERSITY   (United States)

^c OHIO UNIVERSITY   (United States)

^d NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85001180081     PISSN: 10962506     EISSN: None     Source Type: Journal    
DOI: 10.1177/109625060200500403     Document Type: Article

References (33)

1. Beckman, P., & Kohl, F. (1984). The effects of social and isolate toys on the interactions and play of integrated and nonintegrated groups of preschoolers. Education and Training of the Mentally Retarded, 19, 169-174.
2. Bergen, D. (1993). Facilitating friendship development in inclusive classrooms. Childhood Education, 69, 234-236.
3. Bricker, D. (1998). An activity-based approach to early intervention: Second edition. Baltimore: Paul H. Brookes.
4. Brown, W., Fox, J., & Brady, M. (1987). Effects of spatial density on three- and four-year old children's socially directed behavior during free play: An investigation of a setting factor. Education and Treatment of Children, 10, 247-258.
5. Brown, W.H., McEvoy, M.A., & Bishop, N. (1991). Incidental teaching of social behavior: A naturalistic approach for promoting young children's peer interactions. Teaching Exceptional Children, 24, 35-38.
6. Brown, W.H., Odom, S.L., Li, S., & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. The Journal of Special Education, 33, 138-153.
7. Cooper, C.S., & McEvoy, M.A. (1996). Group affection activities: An easy way to develop the social skills of young children. Teaching Exceptional Children, 28, 67-69.
8. Diamond, K.E., & Carpenter, C. (2000). The influence of inclusive preschool programs on children's sensitivity to the needs of others. In S. Sandall & M. Ostrosky (Eds.), Journal of Early Intervention, 23, 81-91.
9. Diamond, K.E., & Stacey, S. (2000). The other children at preschool: Experiences of typically developing children in inclusive programs. In S. Sandall & M. Ostrosky (Eds.), Young Exceptional Children monograph series no. 2: Natural environments and inclusion (pp. 59-68). Longmont, CO: Sopris West.
10. English, K., Goldstein, H., Kaczermarck, L., & Shafer, K. (1996). “Buddy skills” for preschoolers. Teaching Exceptional Children, 28, 62-66.
11. Favazza, P., & Odom, S.L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405-418.
12. Goldstein, H., Kaczermarck, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
13. Guida, J., Pirsos, S., Schempp, K., & Cuthbertson, D. (1994). Making inclusion work: Angela is supported by a circle of friends. Exceptional Parent, 24, 43-46, 84.
14. Guralnick, M.J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22, 70-86.
15. Haring, T. (1992). The context of social competence: Relations, relationships, and generalization. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities (pp. 307-320). Baltimore: Paul H. Brookes.
16. Johnson, D., & Johnson, R. (1984). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Co.
17. Kliewer, S. (1999). Seeking the functional. Mental Retardation, 37, 151-154.
18. Kugelmass, J.W. (1989). The “shared classroom”: A case study of interactions between early childhood and special education staff and children. Journal of Early Intervention, 13, 36-44.
19. Luckner, J., Schauermann, D., & Allen, R. (1994). Learning to be a friend. Perspectives in Education and Deafness, 12(5), 2-7.
20. McEvoy, M.A., Odom, S.L., & McConnell, S.R. (1992). Peer social competence interventions for young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 113-133). Baltimore: Paul H. Brookes.
21. Morris, S. (2002). Promoting social skills among students with nonverbal learning disabilities. Teaching Exceptional Children, 34, 66-71.
22. Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
23. Odom, S.L., & Brown, W. (1993). Social interaction skills interventions for young children with disabilities in integrated settings. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation. Baltimore: Paul H. Brookes.
24. Odom, S.L., McConnell, S.R., McEvoy, M.A., Peterson, C., Ostrosky, M., Chandler, L.K., Spicuzza, R.J., Skellenger, A., Creighton, M., & Favazza, P.C. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75-91.
25. Odom, S.L., & Strain, P.S. (1984). Classroom-based social skills instruction for severely handicapped preschool children. Topics in Early Childhood Special Education, 4, 97-116.
26. Okagaki, L., Diamond, K.E., Kontos, S., & Hestenes, L. (1998). Correlates of young children's interactions with classmates with disabilities. Early Childhood Research Quarterly, 13, 67-86.
27. Peck, C., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for typically developing children enrolled in integrated early childhood programs: A state-wide survey. Journal of Early Intervention, 16, 53-63.
28. Peirce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-296.
29. Peterson, C.A., & McConnell, S.R. (1993). Factors affecting the impact of social interaction skills interventions in early childhood special education. Topics in Early Childhood Education, 13, 38-56.
30. Spiegel-McGill, P., Bambara, L., Shores, R., & Fox, J. (1984). The effects of proximity on socially directed behaviors of severely multiply handicapped children. Education and Treatment of Children, 7, 365-378.
31. Twardoz, S., Nordquist, V.M., Simon, R., & Botkin, D. (1983). The effects of group affection activities on the interaction of socially isolate children. Analysis and Intervention in Developmental Disabilities, 13, 311-338.
32. Voeltz, L. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464.
33. Wolery, M. (1994). Instructional strategies for teaching young children with special needs. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 119-150). Washington, DC: National Association for the Education of Young Children (NAEYC).