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CONNECTICUT STATE DEPARTMENT OF EDUCATION DIVISION OF EDUCATION SUPPORT SERVICE

BUREAU OF SPECIAL EDUCATION AND PUPIL PERSONNEL

Social Skills, Social Interaction, Social Perception, Social Development, and Antisocial Behavior of Students

with Learning Disabilities and Behavior Disorders

January 1982–December 1989 Addendum 1: January 1990-December 1995

Addendum 2: January 1996-April 2001

Compiled by: Steve Krasner, Donna-Lee Rulli, and Susan Chase Cohan

Special Education Resource Center 25 Industrial Park Rd. Middletown, CT 06457

(860) 632-1485 www.serc.rh.edu

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Social Skills, Social Interaction, Social Perception, Social Development, and Antisocial Behavior of Students

with Learning Disabilities and Behavior Disorders

January 1982–December 1989

Agard, J.A., McCullough, N., & Santangelo-Broderson, L. (1984). Marathon: A program for teaching the social behaviors needed for work and community living. Santa Monica, CA: James Stanfield Film Associates. (IM 302.4 AGA - Instructional Material) Amish, P.L., Gesten, E.L., Smith, J.K., Clark, H.B., & Stark, C. (1988). Social problem-solving training for severely emotionally and behaviorally disturbed children. Behavioral Disorders, 13, 175-186. Axelrod, L. (1982). Social perception in learning disabled adolescents. Journal of Learning Disabilities, 15, 610-613. Bash, M.A.S., & Camp, B.W. (1985). Think aloud: Increasing social and cognitive skills - a problem-solving program for children. Classroom program grades 3-4/5-6. Champaign, IL: Research Press. (IM 371.46 BAS - Instructional Material) Baum, D.D., Duffelmeyer, F., & Geelan, M (1988). Resource teacher perceptions of the prevalence of social dysfunction among students with learning disabilities. Journal of Learning Disabilities, 21, 380-381. Berler, E.S., Gross, A.M., & Drabman, R.S. (1982). Social skills training with children: Proceed with caution. Journal of Applied Behavior Analysis, 15, 41-53. Bursuck, W.D. (1983). Sociometric status, behavior ratings, and social knowledge of learning disabled and low-achieving students. Learning Disability Quarterly, 6, 329-338. Camp, B.W., & Bash, M.A.S. (1985). Think aloud: Increasing social and cognitive skills - a problem-solving program for children. Classroom program grades 1-2. Champaign, IL: Research Press. (IM 371.46 CAM - Instructional Material/Book) Carlson, C.L. (1987). Social interaction goals and strategies of children with learning disabilities. Journal of Learning Disabilities, 20, 306-311. Carter, J., & Sugai, G. (1989). Social skills curriculum analysis. Teaching Exceptional Children, 22(1), 36-39.

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Carter, J., & Sugai, G. (1988). Teaching social skills. Teaching Exceptional Children, 20(3), 68-71. Cartledge, G., Frew, T., & Zaharias, J. (1985). Social skill needs of mainstreamed students: Peer and teacher perceptions. Learning Disability Quarterly, 8, 132-140. Cartledge, G., Stupay, D., & Kaczala, C. (1986). Social skills and social perception of LD and nonhandicapped elementary-school students. Learning Disability Quarterly, 9, 226-234. Center, D.B. (1989). Social maladjustment: Definition, identification, and programming. Focus on Exceptional Children, 22(1), 1-11. Center, D.B., & Wascom, A.M. 1986). Teacher perceptions of social behavior in learning disabled and socially normal children and youth. Journal of Learning Disabilities, 19, 420-425. Coben, S.H., & Zigmond, N. 1986). The social integration of learning disabled students from self-contained to mainstream elementary school settings. Journal of Learning Disabilities, 19, 614-618. Dudley-Marling, C.C., & Edmiaston, R. 1985). Social status of learning disabled children and adolescents: A review. Learning Disability Quarterly, 8, 189-204. Elias, M.J., & Clabby, J.F. 1989). Social decision-making skills: A curriculum guide for the elementary grades/ Rockville, MD: Aspen Publishers. (IE 303.32 ELI -Inservice Material) Fox, J., & Savelle, S. (1987). Social interaction research and families of behaviorally disordered children: A critical review and forward look. Behavioral Disorders, 12, 276-291. Fox, C.L., & Weaver, F. (1989). Social acceptance of students identified as learning disabled. Teacher Education and Special Education, 12(3), 83-90. French, D.C. (1988). Heterogenity of peer-rejected boys: Aggressive and nonaggressive subtypes. Child Development, 59, 976-985. Gaylord-Ross, R., & Haring, T. (1987). Social interaction research for adolescents with severe handicaps. Behavioral Disorders, 12, 264-275. Gerber, P.J., & Harris, K.B. (1983). Using juvenile literature to develop social skills in learning disabled children. Pointer, 27(4), 29-32. Gerber, P.J., & Zinkgraf, S.A. (1982). A comparative study of social-perceptual ability in learning disabled and nonhandicapped students. Learning Disability Quarterly, 5, 374-378. Goldstein, A.P. (1988). The prepare curriculum: Teaching prosocial competencies. Champaign, IL: Research Press. (302.5 GOL - Book)

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Goldstein, A.P., & McGinnis, E. (1988). The skillstreaming video: How to teach students prosocial skills. Champaign, IL: Research Press. (IE302.5 GOL -Inservice Material) Gresham, F.M. (1984). Social skills and self-efficacy for exceptional children. Exceptional Children, 51, 253-261. Gresham, F.M. (1983). Social skills assessment as a component of mainstreaming placement decisions. Exceptional Children, 49, 331-336. Gresham, F.M. (1981). Social skills training with handicapped children: A review. Review of Educational Research, 51, 139-176. Gresham, F.M., & Elliott, S.N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292-301. Gresham, F.M., & Elliott, S.N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. Journal of Special Education, 21, 167-181. Gresham, F.M., & Elliott, S.N. (1989). Social skills assessment technology for LD students. Learning Disability Quarterly, 12, 141-152. Gresham, F.M., & Elliott, S.N. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disabilities, 22, 120-124. Gresham, F.M., & Evans, S.E. (1987). Conceptualization and treatment of social withdrawal in the schools. Special Services in the Schools, 3(3/4), 37-51. Gresham, F.M., & Reschly, D.J. (1986). Social skill deficits and low peer acceptance of mainstreamed learning disabled children. Learning Disability Quarterly, 9, 23-32. Guevremont, D.C., MacMillan, V.M., Shawchuck, C.R., & Hansen, D.J. (1989). A peer-mediated intervention with clinic-referred socially isolated girls. Behavior Modification, 13, 32-50. Gunter, P., Fox, J.J., & Brady, M.P. (1984). Social skills training of handicapped children in less restrictive environments: Research implications for classroom teachers. The Pointer, 29(1), 8-10. Haven, K. (1988). Getting along. San Francisco, CA: The Children’s Television Resources and Education Center. (YP 177.6 HAV – Young People’s Book) Hazel, J.S., Schumaker, J.B., Sherman, J.A., & Sheldon, J. (1982). Application of a group training program in social skills and problem solving to learning disabled and non-learning disabled youth. Learning Disability Quarterly, 5, 398-408. Hollinger, J.D. (1987). Social skills for behaviorally disordered children as preparation for mainstreaming: Theory, practice, and new directions. Remedial and Special Education, 8(4), 17-27.

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Hoyle, S.G., & Serafica, F.C. (1988). Peer status of children with and without learning disabilities - a multimethod study. Learning Disability Quarterly, 11, 322-332. Jackson, N.F. et al. (1983). Getting along with others: Teaching social effectiveness to children. Champaign, IL: Research Press. (IM 303.32 JAC - Instructional MaterialBook) Jackson, S.C., Enright, R.D., & Murdock, J.Y. (1987). Social perception problems in learning disabled youth: Developmental lag versus perceptual deficit. Journal of Learning Disabilities, 20, 361-364. Kain, C.J., Downs, J.C., & Black, D.D. (1988). Social skills in the school curriculum: A systematic approach. NASSP Bulletin, 72, 107-110. Keefe, C.H. (1988). Social skills: A basic subject. Academic Therapy, 23, 367-373. Kim, Y.O. (1987). The socialization of prosocial behavior in children. Childhood Education, 63, 200-206. Kratochwill, T.R., & French, D.C. (1984). Social skills training for withdrawn children. School Psychology Review, 13, 331-338. Landau, S., Milich, R., & McFarland, M. (1987). Social status differences among subgroups of LD boys. Learning Disability Quarterly, 10, 277-282. Larson, K.A., & Gerber, M.M. (1987). Effects of social metacognitive training for enhancing overt behavior in learning disabled and low achieving delinquents. Exceptional Children, 54, 201-211. LeCroy, C.W. (Ed.). (1983). Social skills training for children and youth. New York: Haworth Press. (303.32 LEC - Book) Lorion, R.P., & Work, W.C. (1987). Affective and social skills development: Preventive strategies for a holistic approach to education. Special Services in the Schools, 3(3/4), 155-169. Lyons, J., Serbin, L.A., & Marchessault, K. (1988). The social behavior of peer-identified aggressive, withdrawn, and aggressive/withdrawn children. Journal of Abnormal Child Psychology, 16, 539-552. Macklem, G.L. (1987). No one wants to play with me. Academic Therapy, 22, 477-484. Macro Systems, Inc. (1989). Social skills on the job: A transition to the workplace for students with special needs. Circle Pines, MN: American Guidance Service. (IM 331.59 MAC - Instructional Material/Kit) Maheady, L., & Maitland, G.E. (1982). Assessing social perception abilities in learning disabled students. Learning Disability Quarterly, 5, 363-370.

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Margalit, M., Weisel, A., Heiman, T., & Shulmen, S. (1988). Social skills and family climate of behaviorally disordered adolescents. Behavioral Disorders, 13, 253-262. Mathinos, D.A. (1988). Communicative competence of children with learning disabilities. Journal of Learning Disabilities, 21, 437-443. Matson, J.L., & Ollendick, T.H. (1988). Enhancing children's social skills: Assessment and training. New York: Pergamon Press. (155.418 MAT - Book) McConaughy, S.H. (1986). Social competence and behavioral problems of learning disabled boys aged 12-16. Journal of Learning Disabilities, 19, 101-106. McConaughy, S.H., & Ritter, D.R. (1986). Social competence and behavioral problems of learning disabled boys aged 6-11. Journal of Learning Disabilities, 19, 39-45. McConnell, S.R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral problems. Behavioral Disorders, 12, 252-252-263. McEvoy, M.A., & Odom, S.L. (1987). Social interaction training for preschool children with behavioral disorders. Behavioral Disorders, 12, 242-251. Middleton, H., Zollijnger, J., & Keene, R. (1986). Popular peers as change agents for the socially neglected child in the classroom. Journal of School Psychology, 24, 343-350. Miller, M. (1984). Social acceptability characteristics of learning disabled students. Journal of Learning Disabilities, 17), 619-621. Montague, M. (1988). Job-related social skills training for adolescents with handicaps. Career Development for Exceptional Individuals, 11, 26-41. Muscott, H.S. (Ed.). (1988). Prosocial skills training for children with emotional disturbances (ED) and behavioral disorders (BD): The journey of 1,000 miles begins with the first few steps. Perceptions, 24(1), 1-33. (ED 302 976 – Microfiche, 31 pages) Nelson, C.M. (1988). Social training for handicapped students. Teaching Exceptional Children, 20(4), 19-23. Nowacek, E.J. (1988). Teaching social skills in schools. Academic Therapy, 24, 137-141. Odom, S.L., Jenkins, J.R., Speltz, M.L., & DeKlyen, M. (1982). Promoting social integration of young children at risk for learning disabilities. Learning Disability Quarterly, 5, 379-387. Oliva, A.H., & La Greca, A.M. (1988). Children with learning disabilities: Social goals and strategies. Journal of Learning Disabilities, 21, 301-306.

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Pearl, R., & Cosden, M. (1982). Sizing up a situation: LD children's understanding of social interactions. Learning Disability Quarterly, 5, 371-373. Rathjen, D.P. (1984). Social skills training for children: Innovations and consumer guidelines. School Psychology Review, 13, 302-310. Ray, B.M. (1985). Measuring the social position of the mainstreamed handicapped child. Exceptional Children, 52, 57-62. Sabornie, E.J. (1985). Social mainstreaming of handicapped students: Facing an unpleasant reality. Remedial and Special Education, 6(2), 12-16. Sabornie, E.J., & Kauffman, J.M. (1985). Regular classroom sociometric status of behaviorally disordered adolescents. Behavioral Disorders, 10, 268-274. Sabornie, E.J., & Kauffman, J.M. (1986). Social acceptance of learning disabled adolescents. Learning Disability Quarterly, 9, 55-60. Saloner, M.R., & Gettinger, M. (1985). Social inference skills in learning disabled and nondisabled children. Psychology in the Schools, 22, 201-207. Sargent, L.R. (1988). Systematic instruction of social skills (Project SISS), (2nd edition). Des Moines, IA: Iowa Department of Education, Bureau of Special Education. (IM 302.3 SAR - Instructional Material/Book) Sater, G.M., & French, D.C. (1989). A comparison of the social competencies of learning disabled and low achieving elementary-aged children. Journal of Special Education, 23, 29-42. Schloss, P.J. (1984). Social development of handicapped children. Rockville, MD: Aspen Publishers. (362.4 SCH - Book) Schloss, P.J., Schloss, C.N., Woods, C.E., & Kiehl, W.S. (1986). A critical review of social skills research with behaviorally disordered students. Behavioral Disorders, 12, 1-14. Schneider, M., & Yoshida, R.K. (1988). Interpersonal problem-solving skills and classroom behavioral adjustment in learning-disabled adolescents and comparison peers. Journal of School Psychology, 26, 25-34. Schumaker, J.B., & Ellis, E.S. (1982). Social skills training of LD adolescents: A generalization study. Learning Disability Quarterly, 5, 409-414. Schumaker, J.B., & Hazel, J.S. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part I. Journal of Learning Disabilities, 17, 422-431. Schumaker, J.B., & Hazel, J.S. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part II. Journal of Learning Disabilities, 17,

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492-499. Schumaker, J.B., Hazel, J.S., & Pederson, C.S. (1988). Social skills for daily living. Circle Pines, MN: American Guidance Service. (IM 303.32 SCH - Instructional Material/Kit) Schumaker, J.B., Hazel, J.S., Sherman, J.A., & Sheldon, J. (1982). Social skill performances of learning disabled, non-learning disabled, and delinquent adolescents. Learning Disability Quarterly, 5, 388-397. Scott, M.E., & Saunders, K.W. (1989). On target for friendship. Teaching Exceptional Children, 21(4), 54- 57. Sheinker, J., & Sheinker, A. (1988). Metacognitive approach to social skills training (MASST): A program for grades 4 through 12. Rockville, MD: Aspen Publishers. (IM 303.3207 SHE - Instructional Material/3-Ring Binder) Shinn, M.R., Ramsey, E., Walker, H.M., Stieber, S., & O'Neill, R.E. (1987). Antisocial behavior in school settings: Initial differences in at risk and normal population. Journal of Special Education, 21, 69-84. Shores, R.E. (1987). Overview of research on social interaction: A historical and personal perspective. Behavioral Disorders, 12, 233-241. Simpson, R.L. (1987). Social interactions of behaviorally disordered children and youth: Where are we and where do we need to go? Behavioral Disorders, 12, 292-298. Stiliadis, K., & Wiener, J. (1989). Relationship between social perception and peer status in children with learning disabilities. Journal of Learning Disabilities, 22, 624-629. Strain, P.S., & Odom, S.L. (1986). Peer social initiations: Effective intervention for social skills development of exceptional children. Exceptional Children, 52, 543-551. Strain, P.S., Odom, S.L., & McConnell, S. (1984). Promoting social reciprocity of exceptional children: Identification, target behavior selection, and intervention. Remedial and Special Education, 5(1), 21-28. Taylor, A.R., Asher, S.R., & Williams, G.A. (1987). The social adaptation of mainstreamed mildly retarded children. Child Development, 58, 1321-1334. Vaughn, S. (1985). Why teach social skills to learning disabled students? Journal of Learning Disabilities, 18(10), 588-591. Waksman, S. (1984). The Waksman social skills rating scale. Portland, OR: ASIEP Education Company. (T 372 - Test) Waksman, S., & Landis-Messmer, C. (1985). The Waksman social skills curriculum: An assertive behavior program for adolescents. Portland, OR: ASIEP Education Company.

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(IM 158.1 - Instructional Material/Book) Walker, H.M. et al. (1983). The Walker social skills curriculum - the ACCESS program: Adolescent curriculum for communication and effective social skills. Austin, TX: Pro-Ed. (IM 302.3 WAL - Instructional Material/Book) Walker, H.M. et al. (1983). The Walker social skills curriculum - the ACCEPTS program: A curriculum for children's effective peer and teacher skills. Austin, TX: Pro-Ed. (IM 302.3 WAL - Instructional Material/Book) Walker, H.M., & McConnell, S.R. (1988). Walker-McConnell scale of social competence and school adjustment. Austin, TX: Pro-Ed. (T 446 S - Test) Walker, H.M., Shinn, M.R., O'Neill, R.E., & Ramsey, E. (1987). A longitudinal assessment of the development of antisocial behavior in boys: Rationale, methodology, and first-year results. Remedial and Special Education, 8(4), 7-16, 27. Weisgerber, R.A. (1989). Social competence and employability skills curriculum. Rockville, MD: Aspen Publishers. (IM362.0425 WEI -Instructional Material/3-Ring Binder) Weiss, E. (1984). Learning disabled children's understanding of social interactions of peers. Journal of Learning Disabilities, 17, 612-615. West, R.C. (1985). Let's teach our LD children social skills. Academic Therapy, 21, 61-67. Wilchesky, M., & Reynolds, T. (1986). The socially deficient LD child in context: A systems approach to assessment and treatment. Journal of Learning Disabilities, 19, 411-415. Wilkinson, J., & Canter, C. (1982). Social skills training manual: Assessment, programme design, and management of training. New York: John Wiley & Sons. (302.07 WIL - Book) Williams, S.L., Walker, H.M., Holmes, D., Todis, B., & Fabre, T.R. (1989). Social validation of adolescent social skills by teachers and students. Remedial and Special Education , 10(4), 18-27, 37. Wojnilower, D.A., & Gross, A.M. (1988). Knowledge, perception, and performance of assertive behavior in children with learning disabilities. Journal of Learning Disabilities, 21, 109-117. Worthington, L.A., & Harrison, P.L. (1989-1990). Walker-McConnell Scale of Social Competence and School Adjustment. Diagnostique, 15, 243-253. Zetlin, A.G. (1987). The social status of mildly learning handicapped high school students. Psychology in the Schools, 24, 165-173.

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Social Skills, Social Interaction, Social Perception, Social Development, and Antisocial Behavior of Students

with Learning Disabilities and Behavior Disorders

Addendum 1: January 1990-December 1995

Anderson, M.G. (1992). The use of selected theatre rehearsal technique activities with African-American adolescents labeled "behavioral disordered". Exceptional Children, 59, 132-140. Ballare, A. & Lampros, A. (1994). Behavior smart!: Ready-to-use activities for building personal and social skills for grades K-4. West Nyack, NY: The Center for Applied Research in Education. (IM 303.32 BAL- Instructional Material/Book) Baumgart, D., Filler, J., & Askvig, B.A. (1991). Perceived importance of social skills: A survey of teachers, parents, and other professionals. Journal of Special Education, 25, 236-251. Begun, R.W. (Ed.). (1995). Ready-to-use social skills lessons and activities for grades 1-3. West Nyack, NY: Center for Applied Research in Education. (IM 646.700834 BEG - Instructional Material/Book) Begun, R.W. (Ed.). (1995). Ready-to-use social skills lessons and activities for grades prek-k. West Nyack, NY: Center for Applied Research in Education. (IM 646.7071 BEG - Instructional Material/Book) Begun, R.W. (Ed.). (1995). Ready-to-use social skills lessons and activities for grades 7-12. West Nyack, NY: Center for Applied Research in Education. (IM 646.700712 BEG - Instructional Material/Book) Bender, W.N. (1994). Social-emotional development: The task and the challenge. Learning Disability Quarterly, 17, 250-252. Bender, W.N., & Will, M.E. (1994). Social-emotional development of students with learning disabilities. Learning Disability Quarterly, 17, 323-341. Bluechardt, M.H., & Shephard, R.J. (1995). Using an extracurricular physical activity program to enhance social skills. Journal of Learning Disabilities, 28, 160-169. Bowd, A.D. (1992). Integration and mainstreaming in cultural context: Canadian and American approaches. International Journal of Disability, Development and Education, 39, 19-31.

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Brooks, R. (1991). The self-esteem teacher: Seeds of self-esteem. Circle Pines, MN: American Guidance Service, Inc. (370.154 BRO - Book) Brown, M.H., Althouse, R., & Anfin, C. (1993). Guided dramatization: Fostering social development in children with disabilities. Young Children, 48(2), 68-71. 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(1), 35-38. Bryan, T. (1991). Assessment of students with learning disabilities who appear to be socially incompetent. Paper presented at the Annual Conference of the Council for Exceptional Children (69th, Atlanta, GA, April 1-5, 1991). (ED 329 057 – Microfiche, 32 pages) 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. Buckhalt, J.A., & McGhee, R.L. (1991). Prediction of behavior disorders classification with the Index of personality characteristics and a Test of social reasoning. Diagnostique, 16, 164-172. Buysse, V., & Bailey, Jr., D.B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education, 26, 434-461. Chandler, L.K., Fowler, S.A., & Lubeck, R.C. (1992). An analysis of the effects of multiple setting events on the social behavior of preschool children with special needs. Journal of Applied Behavior Analysis, 25, 249-263. Cartledge, G., & Milburn, J.M. (1995). Teaching social skills to children and youth: Innovative approaches. Needham Heights, MA: Allyn and Bacon. (303.3207 CAR - Book) Ciechalski, J.C., & Schmidt, M.W. (1995). The effects of social skills training on students with exceptionalities. Elementary School Guidance and Counseling, 29, 217-222. Clarizio, H.F. (1992). Social maladjustment and emotional disturbance: Problems and positions I. Psychology in the Schools, 29, 131-140. Clees, T.J., & Gast, D.L. (1994). Social safety skills instruction for individuals with disabilities: A sequential model. Education and Treatment of Children, 17, 163-184. Clement-Heist, K., & Siegel, S., & Gaylord-Ross, R. (1992). Simulated and in situ vocational social skills training for youths with learning disabilities. Exceptional Children, 58, 336-345. Coleman, J.M., & Minnett, A.M. (1992). Learning disabilities and social competence: A social ecological

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perspective. Exceptional Children, 59, 234-246. Coleman, J.M., McHam, L.A., & Minnett, A.M. (1992). Similarities in the social competencies of learning disabled and low achieving elementary school children. Journal of Learning Disabilities, 25, 671-677. Coleman, M., Wheeler, L., & Webber, J. (1993). Research on interpersonal problem-solving training: A review. Remedial and Special Education, 14(2), 25-37. Coleman, M.R. (1992). A comparison of how gifted/LD and average/LD boys cope with school frustration. Journal for the Education of the Gifted, 15, 239-265. Conte, R., & Andrews, J. (1993). Social skills in the context of learning disability definitions: A reply to Gresham and Elliott and directions for the future. Journal of Learning Disabilities, 26, 146-153. Cosden, M.A., Iannaccone, C.J., & Wienke, W.D. (1990). Social skills instruction in secondary education: Are we prepared for integration of difficult-to-teach students? Teacher Education and Special Education, 13, 154-159. Csapo, M. (1991). Psychosocial adjustment of children with short stature (Achondroplasia): Social competence, behavior problems, self-esteem, family functioning, body image, and reaction to frustrations. Behavioral Disorders, 16, 219-224. Cummings, R., & Fisher, G. (1993). The survival guide for teenagers with LD. Minneapolis, MN: Free Spirit Publishing. (YP 362.380835 CUM – Young People’s Book) de la Cruz, R.E. (1995). Teacher perspectives of the social skills development of children with learning disabilities. Paper presented at the Annual International Convention of the Council for Exceptional Children (73rd, Indianapolis, IN, April 5-9, 1995). (ED 385 091 - Microfiche, 27 pages) Deitz, D.E.D., & Ormsby, D.E. (1994). Building a model for training SED adolescents to sue and generalize verbal social skills. DeKalb, IL: Educational Research and Services Center, Inc. (ED 410 722 – Microfiche, 28 pages) Delisle, J.E. (1992). Guiding the social and emotional development of gifted youth: A practical guide for educators. White Plains, NY: Longman Publishing Group. (371.95 DEL - Book) Doctoroff, S., McEvoy, M.A., & Alpert, C.L. (1991). Increasing peer interaction using the individualized curriculum sequencing model. Education and Treatment of Children, 14, 142-150. Downer, A., & Stanfield, J. (1990). Being with people: Being with friends/Being with a date. Santa Monica, CA: James Stanfield Company. (IM 303.32 DOW - Instructional Material/Videotapes) Downing, J.A., Simpson, R.L., & Myles, B.S. (1990). Regular and special educator perceptions of nonacademic skills needed by mainstreamed students with behavioral disorders and learning disabilities. Behavioral Disorders, 15, 217-226.

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Educational Productions. (1992). The child who is rejected: Module 7 – play problem interventions. Portland, OR: Educational Productions, Inc. (IE 305.2310287 EDU 7 – Inservice Education/Videotape) Educational Productions. (1992). The child who appears aloof: Module 5 – Play problem interventions. Portland, OR: Educational Productions, Inc. (IE 305.2310287 EDU 5 – Inservice Education/Videotape) Eggert, L.L. (1994). Anger management for youth: Stemming aggression and violence. Bloomington, IN: National Educational Service. (IM 152.432 - Instructional Material/Book) Elksnin, L.K., & Elksnin, N. (1995). Teaching social skills to students with learning disabilities. LD Forum, 20(4), 16-19. Essa, E. (1990). A practical guide to solving preschool behavior problems. Albany, NY: Delmar Publishers. (649.153 ESS – Book) Fad, K.S. (1990). The fast track to success: Social-behavioral skills. Intervention in School and Clinic, 26, 39-43. Fad, K.S., Ross, M., & Boston, J. (1995). We’re better together: Using cooperative learning to teach social skills to young children. Teaching Exceptional Children, 27(4), 28-34. Fad, K.S., & Ryser, G.R (1993). Social/behavioral variables related to success in general education. Remedial and Special Education, 14(1), 25-35. Farmer, T.W., & Caims, R.B. (1991). Social networks and social status in emotionally disturbed children. Behavioral Disorders, 16, 288-298. Farmer, T.W., & Hollowell, J.H. (1994). Social networks in mainstream classrooms: Social affiliations and behavioral characteristics of students with EBD. Journal of Emotional and Behavioral Disorders, 2, 143-155, 163. Ferre, L., & Feere, V. (1991). The results of individualized social skills training sessions with rural elementary learning disabled students. Rural Special Education Quarterly, 10(4), 35-41. Ford, M.E. (1995). Motivation and competence development in special and remedial education. Intervention in School and Clinic, 31, 70-83. Forness, S.R., & Kavale, K.A. (1991). Social skills deficits as primary learning disabilities: A note on problems with the ICLD diagnostic criteria. Learning Disabilities Research and Practice, 6, 44-49. Franca, V.M., Kerr, M.M., Reitz, A.L., & Lambert, D. (1990). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee. Education and Treatment of Children, 13, 109-128.

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Frederick, B.P., & Olmi, D.J. (1994). Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits. Psychology in the Schools, 31, 288-296. Gajar, A. (1992). Adults with learning disabilities: Current and future research priorities. Journal of Learning Disabilities, 25, 507-519. Gajewski, N., Hirn, P., & Mayo, P. (1993). Social Star: General interaction skills (Book 1). Eau Claire, WI: Thinking Publications. (YP 372.83 GAJ - Young People’s Book) Gajewski, N., Hirn, P., & Mayo, P. (1994). Social Star: Peer interaction skills (Book 2). Eau Claire, WI: Thinking Publications. (YP 372.83 GAJ - Young People’s Book) Gibbs, J.C., Potter, G.B., & Goldstein, A.P. (1995). The EQUIP program: teaching youth to think and act responsibly through a peer-helping approach. Champaign, IL: Research Press. (371.93 GIB – Book) Goldstein, A.P., Palumbo, J., Striepling, S., & Voutsinas, A.M. (1995). Break it up: A teacher’s guide to managing student aggression. Champaign, IL: Research Press. (371.93 GOL - Book) Gresham, F.M. (1993). Social skills and learning disabilities as a type III error: Rejoinder to Conte and Andrews. Journal of Learning Disabilities, 26, 154-158. Gresham, F.M., & Elliott, S.N. (1990). Social skills rating system: Preschool/elementary level. Circle Pines, MN: American Guidance Service. (T 474 - Test) Gresham, F.M., & Elliott, S.N. (1990). Social skills rating system. Secondary level. Circle Pines, MN: American Guidance Service. (T 469 - Test) Guerra, N.G., Moore, A., & Slaby, R.G. (1995). Viewpoints: A guide to conflict resolution and decision making for adolescents. Champaign, IL: Research Press. (IM 303.6 GUE – Instructional Material/Book) Guralnick, M.J. (1993). Developmentally appropriate practice in the assessment and intervention of children's peer relations. Topics in Early Childhood Special Education, 13, 344-371. Haager, D., & Vaughn, S. (1995). Parent, teacher, peer, and self-reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28, 205-215, 231. Hall, C.W., Rouse, B.D., Bolen, L.M., & Mitchell, C.C. (1993). Social-emotional factors in students with and without learning disabilities. Paper presented at the Annual Convention of the National Association of School Psychologists (25th, Washington, DC, April 13-17, 1993). (ED 370 284 – Microfiche, 24 pages) Hazel, J.S., Schumaker, J.B., Sherman, J.A., & Sheldon, J. (1995). Asset: A social skills program for adolescents. Champaign, IL: Research Press. (IM 303.32 HAZ - Instructional Materials/Videotapes)

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Heller, H.W. (1994). Meet Donn E. Brolin: Author of Life Centered Career Education. Teaching Exceptional Children, 26(3), 55. Hepler, J.B. (1994). Mainstreaming children with learning disabilities: Have we improved their social environment? Social Work in Education, 16, 143-154. Howell, K.W., & Caros, J.S. (1992). The application of curriculum-based evaluation to social skills. Diagnostique, 18, 53-68. Huggins, P. (1993). Helping kids handle anger: Teaching self-control. Longmont, CO: Sopris West. (IM 152.42 HUG - Instructional Material/Book) Irvin, L.K. (1993). Improving social skills assessment of children with disabilities: Construct development and applications of technology. Journal of Special Education Technology, 12(1), 63-70. Kamps, D.M., Ellis, C., Mancina, C., & Greene, L. (1995). Peer-inclusive social groups for young children with behavioral risks. Preventing School Failure, 39(4), 10-14. Karns, M. (1994). How to create positive relationships with students: A handbook of group activities. San Juan Capistrano, CA: Kagan Cooperative Learning. (IM 158.5 KAG - Instructional Material/Book). Kern, L., Wacker, D.P., Mace, F.C., Falk, G.D., Dunlap, G., & Kromrey, J.D. (1995). Improving the peer interactions of students with emotional and behavioral disorders through self-evaluation procedures: A component analysis and group application. Journal of Applied Behavior Analysis, 28, 47-59. Kern-Dunlap, L., Dunlap, G., Clarke, S., Childs, K.E., White, R.L., & Stewart, M.P. (1992). Effects of a videotape feedback package on the peer interactions of children with serious behavioral and emotional challenges. Journal of Applied Behavior Analysis, 25, 355-364. Knapczyk, D.R. (1992). Effects of developing alternative responses on the aggressive behavior of adolescents. Behavioral Disorders, 17, 247-263. Kohler, F.W., & Strain, P.S. (1993). The early childhood social skills program: Making friends during the early childhood years. Teaching Exceptional Children, 25(2), 41-42. Kohler, F.W., Strain, P.S., Maretsky, S., & Decesare, L. (1990). Promoting positive and supportive interactions between preschoolers: An analysis of group-oriented contingencies. Journal of Early Intervention, 14, 327-341. Kronick, D. (1993). A postmodern critique of Conte's, Andrews', Gresham's, and Elliott's assumptions. Journal of Learning Disabilities, 26, 648-652. La Greca, A.M., & Stone, W.L. (1990). LD status and achievement: Confounding variables in the study of children's social status, self-esteem, and behavioral functioning. Journal of Learning Disabilities, 23, 483-490.

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Lavoie, R. (1994). Learning disabilities and social skills with Richard Lavoie: A parent’s guide. Last one picked...first one picked on. Alexandria, VA: PBS Video. (IE 371.9 LAV -Inservice Education/Videotape) Lavoie, R. (1994). Learning disabilities and social skills with Richard Lavoie: A teacher’s guide. Last one picked...first one picked on. Alexandria, VA: PBS Video. (IE 371.9 LAV -Inservice Education/Videotape) Lieber, J., Beckman, P.J., & Strong, B.N. (1993). A longitudinal study of the social exchanges of young children with disabilities. Journal of Early Intervention, 17, 116-128. Lieber, J., & Beckman, P.J. (1991). Social coordination as a component of social competence in young children with disabilities. Focus on Exceptional Children, 24(4), 1-10. Lindeman, D.P., Fox, J.J., & Redelheim, P.S. (1993). Increasing and maintaining withdrawn preschoolers' peer interactions: Effects of double prompting and booster session procedures. Behavioral Disorders, 19, 54-66. Little, S.S. (1993). Nonverbal learning disabilities and socioemotional functioning: A review of recent literature. Journal of Learning Disabilities, 26, 653-665. Maag, J.W. (1994). Promoting social skills training in classrooms: Issues for school counselors. School Counselor, 42, 100-113. Madge, S., Affleck, J., & Lowenbraun, S. (1990). Social effects of integrated classrooms and resource room/regular class placements on elementary students with learning disabilities. Journal of Learning Disabilities, 23, 439-445. Mainzer, Jr., R.W., Mainzer, K.L., Slavin, R.E., & Lowry, E. (1993). What special education teachers should know about cooperative learning. Teacher Education and Special Education, 16, 42-50. Mannix, D. (1993). Social skills activities for special children. West Nyack, NY: Center for Applied Research in Education. (IM 362.1968 MAN - Instructional Material/Book) Marcozzi, B. (1995). My best friend is me!. King of Prussia, PA: The Center for Applied Psychology, Inc. (YP 155.2 MAR – Young People’s Book) Mathinos, D.A. (1991). Conversational engagement of children with learning disabilities. Journal of Learning Disabilities, 24, 439-446. Mathur, S.R., & Rutherford, Jr., R.B. (1991). Peer-mediated interventions promoting social skills of children and youth with behavioral disorders. Education and Treatment of Children, 14, 227-242. Mathur, S.R., & Rutherford, Jr., R.B. (1994). Teaching conversational social skills to delinquent youth.

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Behavioral Disorders, 19, 294-305. McAllister, Jr., J.R. (1991). Curriculum-based behavioral interventions for preschool children with handicaps. Topics in Early Childhood Special Education, 11, 48-58. McConnell, S.R., Sisson, L.A., Cort, C.A., & Strain, P.S. (1991). Effects of social skills training and contingency management on reciprocal interaction of preschool children with behavioral handicaps. Journal of Special Education, 24, 473-495. McEvoy, M.A., Twardosz, S., & Bishop, N. (1990). Affection activities: Procedures for encouraging young children with handicaps to interact with their peers. Education and Treatment of Children, 13, 159-167. McGinnis, E., & Goldstein, A.P. (1990). Skillstreaming in early childhood: Teaching prosocial skills to the preschool and kindergarten child. Champaign, IL: Research Press. (IM 302.5 MCG - Instructional Material/Book) McIntosh, R., Vaughn, S., & Bennerson, D. (1995). FAST social skills with a SLAM and a RAP: Providing social skills training for students with learning disabilities. Teaching Exceptional Children, 28(1), 37-41. McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458. McLeod, T.M., Kolb, T.L., & Lister, M.O. (1994). Social skills, school skills, and success in the high school: A comparison of teachers' and students' perception. Learning Disabilities Research and Practice, 9, 142-147. McMahon, C.M., Wacker, D.P., Sasso, G.M., & Melloy, K.J. (1994). Evaluation of the multiple effects of asocial skill intervention. Behavioral Disorders, 20, 35-50. Meadows (1991). A validation of social skills for students with behavioral disorders. Behavioral Disorders, 16, 200-210. Meadows, N.B., Neel, R.S., Scott, C.M., Parker, G. (1994). Academic performance, social competence, and mainstream accommodations: A look at mainstreamed and nonmainstreamed students with serious behavioral disorders. Behavioral Disorders, 19, 170-180. Merrell, K.W., & Merz, J.M. (1992). The effect of service delivery model on the social-behavioral competence of learning disabled students. B.C. Journal of Special Education, 16, 82-91. Merrell, K.W., & Mauk, G.W. (1993). Predictive validity of the Battelle Developmental Inventory as a measure of social-behavioral development for young children with disabilities. Diagnostique, 18, 187-198. Merrell, K.W. (1991). Teacher ratings of social competence and behavioral adjustment: Differences

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between learning-disabled, low-achieving, and typical students. Journal of School Psychology, 29, 207-217. Middleton, M.B., & Cartledge, G. (1995). The effects of social skills instruction and parental involvement on the aggressive behaviors of African American males. Behavior Modification, 19, 192-210. Mireley, M. (1995). Crossover children: A sourcebook for helping children who are gifted and learning disabled, 2nd edition. Reston, VA: Council for Exceptional Children. (371.9 BIR – Book) Moore, R.J., & Cartledge, G. (1995). The effects of social skill instruction and self-monitoring on games-related behaviors of adolescents with emotional or behavioral disorders. Behavioral Disorders, 20, 253-266. Morganett, R.S. (1994). Skills for living: Group counseling activities for elementary students. Champaign, IL: Research Press. (IM 371.4044 MOR - Instructional Material/Book) Muscott, H.S., & Gifford, T. (1994). Virtual reality and social skills training for students with behavioral disorders: Applications, challenges and promising practices. Education and Treatment of Children, 17, 417-434. Neel, R.S., Jenkins, Z.N., & Meadows, N. (1990). Social problem-solving behaviors and aggression in young children: A descriptive observational study. Behavioral Disorders, 16, 39-51. Nelson, J.R., Smith, D.J., & Colvin, G. (1995). The effects of a peer-mediated self-evaluation procedure on the recess behavior of students with behavior problems. Remedial and Special Education, 16, 117-126. Nodrick, W.S., & Li, A.K.F. (1992). Concurrent validity of the school problem screening inventory for behavior-disordered students. Psychology in the Schools, 29, 126-131. Ochoa, S.H., & Palmer, D.J. (1995). Comparison of the peer status of Mexican-American students with learning disabilities and non-disabled low-achieving students. Learning Disability Quarterly, 18, 57-63. Odom, S.L., McConnell, S.R., & Chandler, L.K. (1994). Acceptability and feasibility of classroom-based social interaction interventions for young children with disabilities. Exceptional Children, 60, 226-236. Odom, S.L., Chandler, L.K., Ostrosky, M., McConnell, S.R., & Reaney, S. (1992). Fading teacher prompts from peer-initiation interventions for young children with disabilities. Journal of Applied Behavior Analysis, 25, 307-317. Oswals, L.K., Lignugaris-Kraft, B., & West, R. (1990). The effects of incidental teaching on the generalized use of social amenities at school by a mildly handicapped adolescent. Education and Treatment of Children, 13, 142-152.

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Patton, P.L. (1995). Rational behavior skills: A teaching sequence for students with emotional disabilities. School Counselor, 43, 133-141. 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 Special Education, 13, 38-56. Prasad, S. (1994). Assessing social interaction skills of children with disabilities. Teaching Exceptional Children, 26(2), 23-25. Pray, Jr., B.S., Hall, C.W., & Markley, R.P. (1992). Social skills training: An analysis of social behaviors selected for individualized education programs. Remedial and Special Education, 13(5), 43-49. Putnam, M.L. (1995). Crisis intervention with adolescents with learning disabilities. Focus on Exceptional Children, 28(2), 1-19. Quinn, M.M. (1995). Using peers as social skills training agents for students with antisocial behavior: A cooperative learning approach. Preventing School Failure, 39(4), 26-31. Raymond, E.B. (1994). Teaching social competence to reduce behavior problems. LD Forum, 19(3), 42-45. Reiff, H.B., & Gerber, P.J. (1990). Social cognition and cognitive processing in students with learning disabilities. Learning Disabilities, 1(2), 56-62. Roberts, C., Pratt, C., & Leach, D. (1991). Classroom and playground interaction of students with and without disabilities. Exceptional Children, 57, 212-224. Roberts, C., & Zubrick, S. (1993). Factors influencing the social status of children with mild academic disabilities in regular classrooms. Exceptional Children, 59, 192-202. Rogow, S. (1991). Teachers at play: Observed strategies to promote social play between children with special needs and their non-handicapped peers. B.C. Journal of Special Education, 15, 201-209. Ronning, J.A., & Nabuzoka, D. (1993). Promoting social interaction and status of children with intellectual disabilities in Zambia. Journal of Special Education, 27, 277-305. Rosenthal, I. (1992). Counseling the learning disabled late adolescent and adult: A self psychology perspective. Learning Disabilities Research & Practice, 7, 217-225. Ryder, V., Peterson, C.P., & Peterson, F.S. (1995). Beat the streets! Houston, TX: Echelon-1 & the Ryder Press. (CD 303.32 RYD – CD-ROM) Sabornie, E.J. (1994). Social-affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17, 268-279.

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Sabornie, E.J., & Beard, G.H. (1990). Teaching social skills to students with mild handicaps. Teaching Exceptional Children, 23(1), 35-38. Sabornie, E.J., Kauffman, J.M., & Cullinan, D.A. (1990). Extended sociometric status of adolescents with mild handicaps: A cross-categorical perspective. Exceptionality, 1, 197-209. 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. Safran, S.P. (1995). Peers’ perceptions of emotional and behavioral disorders: What are students thinking? Journal of Emotional and Behavioral Disorders, 3(2), 66-75. Sainato, D.M., & Strain, P.S. (1993). Increasing integration success for preschoolers with disabilities. Teaching Exceptional Children, 25(2), 36. Sasso, G.M., Melloy, K.J., & Kavale, K.A. (1990). Generalization, maintenance, and behavioral covariation associated with social skills training through structured learning. Behavioral Disorders, 16, 9-22. Schnacker, L. (1995). Social skills training for youth with behavior disorders. In: The Oregon Conference Monograph 1995. Volume 7. (ED 385 027 - Microfiche, 9 pages) Schonert-Reichi, K.A (1993). Empathy and social relationships in adolescents with behavioral disorders. Behavioral Disorders, 18, 189-204. Schwean-Kowalchuk, V.L., & Roadhouse, A.J. (1990). A school-based cognitive intervention for aggressive boys. B.C. Journal of Special Education, 14(1), 27-37. Searcy, S., & Meadows, N. (1994). The impact of social structures on friendship development for children with behavior disorders. Education and Treatment of Children, 17 Seidel, J.F., & Vaughn, S. (1991). Social alienation and the learning disabled school dropout. Learning Disabilities Research & Practice, 6, 152-157. Sheridan, S.M. (1995). The tough kid social skills book. Longmont, CO: Sopris West. (IM 371.93 SHE Instructional Material/Book) Sheridan, S.M., Kratochwill, T.R., & Elliott, S.N. (1990). Behavioral consultation with parents and teachers: Delivering treatment for socially withdrawn children at home and school. School Psychology Review, 19, 33-52. Smith, J.O. (1995). Getting to the bottom of social skills deficits. LD Forum, 21(1), 23-26.

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Spafford, C.S., & Grosser, G.S. (1993). The social misperception syndrome in children with learning disabilities: Social causes versus neurological variables. Journal of Learning Disabilities, 26, 178-189, 198. Stainback, W., Stainback, S., & Wilkinson, A. (1992). Encouraging peer supports and friendships. Teaching Exceptional Children, 24(2), 6-11. Stanfield, J., & Stanfield, G. (1992). LifeFacts: Managing emotions. Santa Barbara, CA: James Stanfield and Company. (IM 152.4 STA - Instructional Material/Multimedia) Storey, K. (1992). The impact of technology on assessing social skills. Journal of Special Education Technology, 11, 189-195. Storey, K., Smith, D.J., & Strain, P.S (1993). Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality, 4, 1-16. Strain, P.S., & Koehler, F.W. (1995). Analyzing predictors of daily social skill performance. Behavioral Disorders, 21, 79-88. Strayhom, Jr., J.M., Strain, P.S., & Walker, H.M. (1993). The case for interaction skills training in the context of tutoring as a preventive mental health intervention in schools. Behavioral Disorders, 19, 11-26. Sugai, G., & Fuller, M. (1991). A decision model for social skills curriculum analysis. Remedial and Special Education, 12(4), 33-42. Susla, B.M. (1994). A social emotional/awareness program for learning disabled students. Educational Specialist Practicum Report, Nova University. *(ED 378 781 – Microfiche, 159 pages) Tankersley, M. (1995). A group-oriented contingency management program: A review of research on the good behavior game and implications for teachers. Preventing School Failure, 40(1), 19-24. Thompson, K.L., Bundy, K.A., & Broncheau, C. (1995). Social skills training for young adolescents: Symbolic and behavioral components. Adolescence, 309), 723-734. Toro, P.A., Weissberg, R.P., Guare, J., & Liebenstein, N.L. (1990). A comparison of children with and without learning disabilities on social problem-solving skill, school behavior, and family background. Journal of Learning Disabilities, 23, 115-120. Torrey, G.K., Vasa, S.F., Maag, J.W., & Kramer, J.J. (1992). Social skills interventions across school settings: case study reviews of students with mild disabilities. Psychology in the Schools, 29, 248-255. Townsend, B.L. (1994). Involving families of at-risk and normally achieving children in social skill instruction. Preventing School Failure, 39(1), 31-36. Tur-Kaspa, H. (1993). Reflections on "social attributions of students with learning disabilities". Exceptionality, 4, 253-256.

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Tur-Kaspa, H., & Bryan, T. (1995). Teachers’ ratings of the social competence and school adjustment of students with LD in elementary and junior high school. Journal of Learning Disabilities, 28, 44-52. Vaughn, S., & Haager, D. (1994). Social competence as a multifaceted construct: How do students with learning disabilities fare? Learning Disability Quarterly, 17, 253-256. Vaughn, S., & Hogan, A. (1994). The social competence of students with learning disabilities over time: A within-individual examination. Journal of Learning Disabilities, 27, 292-303. Vaughn, S., & Lancelotta, G.X. (1990). Teaching interpersonal social skills to poorly accepted students: Peer-pairing versus non-peer-pairing. Journal of School Psychology, 28,181-188. Vaughn, S., McIntosh, R, & Spencer-Rowe, J. (1991). Peer rejection is a stubborn thing: Increasing peer acceptance of rejected students with learning disabilities. Learning Disabilities Research & Practice, 6, 83-88. Vaughn, S., Scott, M.S., Perou, R., Scott, M., & Fredebaugh, D. (1993). Social competence of preschoolers with disabilities. Diagnostique, 18, 123-134. Vaughn, S., Zaragoza, N, Hogan, A., & Walker, J. (1993). A four-year longitudinal investigation of the social skills and behavior problems of students with learning disabilities. Journal of Learning Disabilities, 26, 404-412. Warger, C.L., & Ruterford, Jr., R.B. (1993). Co-teaching to improve social skills. Preventing School Failure, 37(4), 21-27. Washington, C.W. (1995). Social skills issues. Washington, DC: Academy for Educational Development and National Institute for Literacy. (ED 387 995 - Microfiche, 18 pages) Webber, J., Scheuermann, B., & Wheeler, L. (1992). Relationships among student scores on four social skills measures. Diagnostique, 17, 244-254. Wehby, J.H., Symons, F.J., & Shores, R.E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105. Whalen, C.K., & Henker, B. (1991). Social impact of stimulant treatment for hyperactive children. Journal of Learning Disabilities, 24, 231-241. Whinnery, K.W., Fuchs, L.S., & Fuchs, D. (1991). General, special, and remedial teachers' acceptance of behavioral and instructional strategies for mainstreaming students with mild handicaps. Remedial and Special Education, 12(4), 6-17. Zaragpza, N., Vaughn, S., & McIntosh, R. (1991). Social skills interventions and children with behavior problems: A review. Behavioral Disorders, 16, 260-275.

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Social Skills, Social Interaction, Social Perception, Social Development, and Antisocial Behavior of Students

with Learning Disabilities and Behavior Disorders

Addendum 2: January 1996-April 2001 Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). Yes I can: A social inclusion curriculum for students with and without disabilities. Instructor’s guide. Minneapolis, MN: University of Minnesota, Institute on Community Integration. ED 407 774 – Microfiche, 416 pages) Academic Communication Associates, Inc. (2000). Learning social skills for everyday situations: A resource for individuals with disabilities. Oceanside, CA: Author. (IM 303.32 ACA – Instructional Material/Book) Alber, S.R., & Heward, W.L. (1996). OTCHA!” Twenty-five behavior traps guaranteed to extend your students’ academic and social skills. Intervention in School and Clinic, 31, 285-289. Allsopp, D.H., Santos, K.E., & Linn, R. (2000). Collaborating to teach prosocial skills. Intervention in School and Clinic, 35, 141-146. American Institutes for Research and Center for Effective Collaboration and Practice. (1998). Preventing school failure and antisocial behavior fact sheets. Washington, DC: Author. (ED 430 338 – Microfiche, 20 pages0 Anderson, P.L. (2000). Using literature to teach social skills to adolescents with LD. Intervention in School and Clinic, 35, 271-279. Antonello, S.J. (1996). Social skills development: Practical strategies for adolescents and adults with developmental disabilities. Needham heights, MA: Allyn and Bacon. (362.1968 ANT - Book) Baram L.S. (1996). Sanford’s social skills. Boulder, CO: Attention Getters, Inc. (CD 303.32 BAR – CD-ROM) Blake, C., Wang, W., Cartledge, G., & Gardner, R. (2000). Middle school students with serious emotional disturbances serve as social skills trainers and reinforcers for peers with SED. Behavioral Disorders, 25, 280-289. Blumberg, E.J., Hovell, M.F., Werner, C.A., Kelly, N.J., Sipan, C.L., Burkham, S.M., & Hofstetter, C.R. (1997). Evaluating AIDS-related social skills in Anglo and Latino adolescents: Focus on assessment. Behavior Modification, 21, 281-307.

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Boivin, M., & Hymel, S. (1997). Peer 4experiences and social self-perceptions: A sequential model. Developmental Psychology, 33, 135-145. Bourke, M.L., & Van Hasselt, V.B. (2001). Social problem-solving skills training for incarcerated offenders. Behavior Modification, 25, 163-188. Bowers, F.E., Woods, D.W., Carlyon, W.D., & Friman, P.C. (2000). Using positive peer reporting to improve the social interactions and acceptance of socially isolated adolescents in residential care: A systematic replication. Journal of Applied Behavior Analysis, 33, 239-242. Brame, P.B. (2000). Using picture storybooks to enhance social skills training of special needs students. Middle School Journal, 32(1), 41-46. Brantlinger, E., Washburn, S., & Morton, M.L. (1999). Teachers’ moral authority in classrooms: (Re) structuring social interactions and gendered power. Elementary School Journal, 99, 491-504. Bruninks, R.H., Woodcock, R.W. , Weatherman, R.F., & Hill, B.K. (1996). Scales of independent behavior-revised (SIB-R). Itasca, IL: Riverside Publishing. (T 561 S – Test) Bryan, T. (1997). Assessing the personal and social status of students with learning disabilities. Learning Disabilities Research and Practice, 12, 63-76. Bryan, T., & Bryan, J. (1997). A curriculum approach to teaching social information processing: Amazing discoveries. Learning Disabilities: A Multidisciplinary Journal, 8, 133-143. Bryan, T., Sullivan-Burstein, K., & Mathur, S. (1998). The influence of affect on social-information processing. Journal of Learning Disabilities, 31, 418-426. Bullis, M., & Davis, C. (1997). Further examination of two measures of community-based social skills for adolescents and young adults with emotional and behavioral disorders. Behavioral Disorders, 23, 29-39. Bullock, L.M., Gable, R.A., Rutherford, Jr., & Robert, B. (Eds.). (1996). Improving the social skills of children and youth with emotional and behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders. (371.94 BUL - Book) Bullock, L.M., Gable, R.A., & Rutherford, R.B. Jr. (Eds.). (1996). Improving the social skills of children and youth with emotional and behavioral disorders. Retrospective series on critical issues in emotional/behavioral disorders. Reston, VA: Council for Exceptional Children/Council for Children with Behavioral Disorders. (ED 396 510- Microfiche, 126 pages) Burk, D.I. (1996). Understanding friendship and social interactions. Childhood Education, 72, 282-285. Butcher, D.A. (1999). Enhancing social skills through school social work interventions during recess: Gender differences. Social Work in Education, 21, 249-262.

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Butler, D.M. (1999). Social skills and problem behaviors as contextual variables in African American education: Students with and without disabilities. Charlottesville, VA: University of Virginia (ED 430 360 – Microfiche, 15 pages) Caldarela, P., & Merrell, K.W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26, 264-278. Calloway, C. (1999). 20 ways to…promote friendship in the inclusive classroom. Intervention in School and Clinic, 34, 176-177. Campbell, H.A., & Revering, A.C. (1997). Holding kids accountable: Shaming with compassion. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 6, 180-181. Carlyon, W.D. (1997). Attribution retraining: Implications for its integration into prescriptive social skills training. School Psychology Review, 26, 61-73. Cartledge, G., & Milburn, J.F. (1996). Cultural diversity and social skills instruction: Understanding ethnic and gender differences. Champaign, IL: Research Press. (370.1934 CAR -Book) Cavalier, A.R., Ferretti, R.P., & Hodges, A.E. (1997). Self-management within a classroon token economy for students with learning disabilities. Research in Development Disabilities, 18, 167-178. Center, D., & Kemp, D. (1999). Temperament as a potential factor in the development and treatment of conduct disorders. Paper presented at the Council for Children with Behavioral Disorders Conference (Dallas, TX, September 30-October 2, 1999). (ED 436 874 – Microfiche, 29 pages) Charlebois, P., Normandeau, S., Vitaro, F., & Berneche, F. (1999). Skills training for inattentive, overactive, aggressive boys: Differential effects of content and delivery method. Behavioral Disorders, 24, 137-150. Charney, R. (1997). Habits of goodness: Case studies in the social curriculum. Greenfield, Ma: Northeast Foundation for Children. (303.32 CHA – Book) Chevalier, M. (1998). Paradoxes of social control: Children’s perspectives and actions. Journal of Research in Childhood Education, 13, 48-55. Clarizio, H.F. (1997). Conduct disorder: Developmental considerations. Psychology in the Schools, 34, 253-265. Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988-998. Cohen, N.J., Menna, R., Vallance, D.D., Barwock, M.A., Im, N., & Horodezky, N.B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 853-864.

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Collins, B.C., Ault, M.J., Hemmeter, M.L., & Doyle, P.M. (1996). Come play! Developing children’s social skills in an inclusive preschool . Teaching Exceptional Children, 2991), 16-21. Cook, C. (2000). Theater for the everyday classroom. Teaching PreK-8, 30(6), 48-49. Cooper, C.S., & McEvoy, M.A. (1996). Group friendship activities: An easy way to develop the social skills of young children. Teaching Exceptional Children, 28(3), 67-69. Council for Children with Behavioral Disorders. (1996). Improving the social skills of children and youth with emotional/behavioral disorders. Restrospective series on critical issues in emotional/behavioral disorders . Reston, VA: Council for Exceptional Children. (ED 396 510 – Microfiche, 126 pages) Crick, N.R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317-2327. Crick, N.R., & Dodge, K.A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002. D’Ambra, S. (1998). The community is our classroom. Exceptional Parent, 28(5), 62-64. de la Cruz, R.E., Cage, C.E., & Lian, M.G.J. (2000). Let’s play mancala and sungka! Learning math and social skills through ancient multicultural games. Teaching Exceptional Children, 3293), 38-42. DeGeorge, K.L. (1998). Friendship and stories: Using children’s literature to teach friendship skills to children with learning disabilities. Intervention in School and Clinic, 33, 157-162. Demar, J. (1997). A school-based group intervention to strengthen personal and social competencies in latency-age children. Social Work in Education, 19, 219-230. Denham, S. (1998). Emotional development in young children. New York, NY: Guilford Publications. (155.4124 DEN - Book) Denham, S.A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year olds. Journal of School Psychology, 34, 225-245. Denham, S.A., Lydick, S., Mitchell-Copeland, J., & Sawyer, K. (1996). Socioemotional assessment for atypical infants and preschoolers. In M. Lewis, & M.W. Sullivan (Eds.), Emotional development in atypical children (pp. 227-271). Mahwah, NJ: Lawrence Erlbaum Associates. (155.45 LEW – Book) Detheridge, T. (1997). Bridging the communication gap (for pupils with profound and multiple learning difficulties). British Journal of Special Education, 24, 21-26. Doren, B., Bullis, M., & Benz, M.R. (1996). Predicting the arrest status of adolescents with disabilities in

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transition. Journal of Special Education, 29, 363-380. Drill, J. (1997). Janet’s picks. Social skills: Part one…the early years through elementary school. Teaching Exceptional Children, 29(3), 78-81. Drill, J. (1997). Janet’s picks. Social skills: Part two…adolescence through work life. Teaching Exceptional Children, 29(4), 78-81. Dumas, M.C. (1998). The risk of social interaction problems among adolescents with ADHD. Education and Treatment of Children, 21, 447-460. Eisenberg, N., Fabes, R.A., Karbon, M., Murphy, B.C., Wosinski, M., Polazzi, L., Carlo, G., & Juhnke, C. (1996). The relations of children’s dispositional prosocial behavior to emotionality, regulation, and social functioning. Child Development, 67, 974-992. Eisenberg, N., Guthrie, I.K., Fabes, R.A., Reiser, M., Murphy, B.C., Holgren, R., Maszk, P., & Losoya, S. (1997). The relations of regulation and emontionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295-311. Eisenberg, N., Guthrie, I.K., Murphy, B.C., Shepard, S.A., Cumberland, A., & Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70, 1360-1372. Elias, M.J., & Tobias, S.E. (1996). Social problem solving: Interventions in the school. New York: Guilford Press. (302.14 ELI - Book) Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for education. Alexandria, VA: Association for Supervision and Curriculum Development. (370.152 ELI – Book) Elksnin, L.K., & Elksnin, N. (1997). Issues in the assessment of children’s social skills. Diagnostique, 22, 75-86. Elksnin, L.K., & Elksnin, N. (2000). Teaching parents to teach their children to be prosocial. Intervention in School and Clinic, 36, 27-35. Elksnin, L.K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems. Intervention in School and Clinic, 33, 131-140. Elksnin, N., & Elksnin, L.K. (1998). Teaching occupational social skills. Austin, TX : Pro-Ed. (302.14071 ELK – Book) Ellis, E.S. (1998). Watering up the curriculum for adolescents with learning disabilities – part 2: Goals of the affective dimension. Remedial and Special Education, 19, 91-105.

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Englund, M.M., Levy, A.K., Hyson, D.M., & Sroufe, L.A. (2000). Adolescent social competence: Effectiveness in a group setting. Child Development, 71, 1049-1060. English, K., Goldstein, H., Kaczmarek, L., & Shafer, K. (1996). “Buddy skills” for preschoolers. Teaching Exceptional Children, 28(3), 62-66. English, K., Shafer, K., Goldstein, H., & Kaczmarek, L. (1997). Teaching buddy skills to preschoolers. Washington, DC: American Association on Mental Retardation. (VF – Vertical File/Mental Retardation) Erdley, C.A., & Asher, S.R. (1996). Children’s social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation. Child Development, 67, 1329-1344. Erdley, C.A., & Asher, S.R. (1999). A social goals perspective on children’s social competence. Journal of Emotional and Behavioral Disorders, 7, 156-167. Ervin, R.A., Miller, P.M., & Friman, P.C. (1996). Feed the hungry bee: Using positive peer reports to improve the social interactions and acceptance of a socially rejected girl in residential care. Journal of Applied Behavior Analysis, 29, 251-253. Evans, S.W., Acelrod, J.L., & Sapia, J.L. (2000). Effective school-based mental health interventions: Advancing the social skills training paradigm. Journal of School Health, 70, 191-194. Faraone, S.V., Biederman, J., Mennin, D., Russell, R., & Tsuang, M.T. (1998). Familial subtypes of attention deficit hyperactivity disorder: A 4-year follow-up study of children from antisocial-ADHD families. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 1045-1053. Farmer, T.W., & Cadwallader, T.W. (2000). Social interactions and peer support for problem behavior. Preventing School Failure, 44, 105-109. Farmer, T.W., & Farmer, E.M.Z. (1996). Social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62, 431-450. Farmer, T.W., Farmer, E.M.Z., & Gut, D.M. (1999). Implications of social development research for school-based interventions for aggressive youth with EBD. Journal of Emotional and Behavioral Disorders, 7, 130-136. Farmer, T.W., Pearl, R., & Van Acker, R.M. (1996). 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, 30, 232-256. Feng, H., & Cartledge, G. (1996). Social skill assessment of inner city Asian, African, and European American students. School Psychology Review, 25, 228-239. Fitzgerald, M., (1997). Achieving, behaving, caring: The ABC’s of early intervention. Paper presented at the Annual Conference of the Research and Training Center for Children’s Mental Health (10th, Tampa, FL, February 23-26, 1997). (ED 405 723 - Microfiche, 10 pages)

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Fitzsimmons, M.K. (1998). Violence and aggression in children and youth. ERIC/OSEP digest E572. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. (ED 429 429 – Microfiche, 4 pages) Flanagan, D.P., Alfonso, V.C., Primavera, L.H., Povall, L., & Higgins, D. (1996). Convergent validity of the BASC and SSRS: Implications for social skills assessment. Psychology in the Schools, 33, 13-23. Forness, S.R., & Kavale, K.A. (1996). Treating social skills deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19(1), 2-13. Forness, S.R., Kavale, J.A., & Bauman, S.S.M. (1998). The psychiatric comorbidity hypothesis revisited. Learning Disability Quarterly, 21, 203-206. Frank, K., & Smith-Rex, S.J. (1997). Getting with it: A kid’s guide to forming good relationships and “fitting in”. Minneapolis, MN: Educational Media Corporation. (IM 303.32 FRA – Instructional Material/Book) Fraser, M.W., Nash, J.K., Galinsky, M.J., & Darwin, K.M. (2000). Making choices: Social problem-solving skills for children. Washington, DC: National Association of Social Workers. (IM 303.32 FRA – Instructional Material/Book) Fryxell, D., & Smith, D.C. (2000). Personal, social, and family characteristics of angry students. Professional School Counseling, 4, 86-94. Gajewski, N., Hirn, P., & Mayo, P. (1996). Social star: Conflict resolution and community interaction skills (Book 3). Eau Claire, WI: Thinking Publications. (YP 372.83 GAJ - Young People’s Book) Gajewski, N., Hirn, P., & Mayo, P. (1998). Social skills strategies (Book A): A social-emotional curriculum for adolescents (2nd edition). Eau Claire, WI: Thinking Publications. (IM 372.83 GAJ – Instructional Material/Book) Gajewski, N., Hirn, P., & Mayo, P. (1998). Social skills strategies (Book B): A social-emotional curriculum for adolescents (2nd edition). Eau Claire, WI: Thinking Publications. (IM 372.83 GAJ – Instructional Material/Book) Gibbs, J.C., Potter, G.B., Goldstein, A.P., & Brendtro, L.K. (1997). Equipping youth to think and interact constructively. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 6, 120-126. Gibbs, J.C., Potter, G.B., Goldstein, A.P., & Brendtro, L.K. (1996). Equipping youth with mature moral judgment. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 5, 156-162. Gibbs, J.C., Potter, G.B., Goldstein, A.P., & Brendtro, L.K. (1996). Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 5, 140-146.

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Mathur, S.R., Kavale, K.A., Quinn, M.M., Forness, S.R., & Rutherford, Jr., R.B. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201. Mathur, S.R., & Rutherford, Jr., R.B., (1996). Is social skills training effective for students with emotional or behavioral disorders? Research issues and needs. Behavioral Disorders, 22, 21-28. Mattes, L.J., & Schuchardt, P.R. (1996). Verbal problem-solving in social situations. Oceanside, CA: Academic Communication Associates. (IM 303.32 MAT – Instructional Material/Book) 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. McConnell, N., & LoGiudice, C. (1998). That’s life!: Social language. East Moline, IL: LinguiSystem, Inc. (IM 303.32 MCC – Instructional Material/Book) McGann, W., & Wervin, G. (1999). Social communication skills for children: A workbook for principle centered communication. Austin, TX: Pro-Ed. (IM 303.32 MCG – Instructional Material/Book) McGinnis, E., Goldstein, A.P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills, 2nd edition. Champaign, IL: Research Press. (IM 302.5 GOL – Instructional Material/Kit). McNamara, J.K. (1999). Social information processing in students with and without learning disabilities. British Columbia, Canada: Simon Fraser University. (ED 436 867 – Microfiche, 24 pages) Melloy, K.J., Davis, C.A., Wehby, J.H., Murry, F.R., & Leiber, J. (1998). Developing social competence in children and youth with challenging behaviors. From the Second CCBD Mini-Library Series: Successful Interventions for the 21st Century. Reston, VA: Council for Exceptional Children. (ED 412 675 – Microfiche, 48 pages) Merrell, K.W., & Gimpel, G.A. (1998). Social skills of children and adolescents: Conceptualization, assessment, treatment. Mahwaw, NJ: Lawrence Erlbaum Associates. (303.32 MER – Book). Merrell, K.W., & Wolfe, T.M. (1998). The relationship of teacher-rated social skills deficits and ADHD characteristics among kindergarten-age children. Psychology in the Schools, 35, 101-109. Meyer, A.L., & Farrell, A.D. (1998). Social skills training to promote resilience in urban sixth-grade students: One product of action research strategy to prevent youth violence in high-risk environments. Education and Treatment of Children, 21, 461-488. Meyer, L. H., Park, H., Grenot-Scheyer, M., Schwartz, I.S., & Harry, B. (Eds.). (1998). Making friends: The influence of culture and development. Baltimore, MD: Paul H. Brookes (303.32 MEY – Book)

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