Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results…

While a great deal of clinical research attention has been directed toward assertive training, there have been few studies examining the social impact or interpersonal evaluation of assertive versus unassertive behavior, including the differential evaluation of assertiveness exhibited by males and females. In this study, subjects observed a…

Fifty-nine children with varying amounts and types of day-care experience were followed over their first 2 or 3 years of public schooling. Schoolteachers rated aggressiveness of several types and in several situations and supplied information about managing the children, their use of conflict-avoiding strategies, and other associated skills and…

This study compared personality characteristics of 25 volunteers for a women's assertiveness group with a control group of vocational counselees and the norm group on the Edwards Personal Preference Schedule (EPPS). Results suggested that women are highly concerned with the approval of others, moderately inhibited in expressing their feelings, but…

Differences in social behavior of middle-class kindergartners with and without previous day care experience were compared through classroom observations and teacher ratings during the second semester of kindergarten. (BB)

This study compares middle school students' and teachers' perceptions regarding the effectiveness of intervention and prevention strategies commonly used by children, teachers, and nonteaching staff to address bullying among students as identified in the research literature. Both quantitative and qualitative methods were used. The results indicate…