NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Social Skills Training with Underachievers, Disruptive, and Exceptional Children.
Peer reviewed Peer reviewed
Rotheram, Mary J. – Psychology in the Schools, 1982
Children (N=101) from fourth, fifth, and sixth grade were assigned to a social skills training program or control condition. Subpopulations of subjects were identified. Results indicated underachievers improved social relationships, disruptive children increased academic skills, and exceptional children increased significantly in both areas.…
Descriptors: Assertiveness, Behavior Problems, Children, Elementary Education
Effects of Behavior Rehearsal, Audiotaped Observation, and Intelligence on Assertiveness and Adjustment in Third-Grade Children.
Peer reviewed Peer reviewed
Vogrin, Daniel; Kassinove, Howard – Psychology in the Schools, 1979
Studies effects of behavior rehearsal and audiotaped vignettes added to an assertion training lecture series for third graders. While clear increases in assertion were found, no effect on neuroticism or trait anxiety was noted. It was recommended that school mental health programs include an assertiveness segment in their curriculum. (Author/BEF)
Descriptors: Assertiveness, Audiotape Recordings, Behavior Patterns, Elementary Education
Parental Anxiety, Language, Assertion, and Expectation Factors in Subsequent Understanding and Recall of Assessment Information.
Peer reviewed Peer reviewed
Zake, Jerome; Wendt, Robert N. – Psychology in the Schools, 1991
Investigated the relationship between initial understanding of information given by the school psychologist at parent conferences and characteristics of parents (anxiety, parental expectations, assertion, and language level). Language level of the parent, age of the parent, and socioeconomic status were significantly related to recall. Anxiety,…
Descriptors: Age Differences, Anxiety, Assertiveness, Communication Skills
Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I. – Psychology in the Schools, 2007
This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices…
Descriptors: Program Effectiveness, Reading Achievement, Assertiveness, Academic Achievement
Social and Behavioral Correlates of Preschoolers with Specific Language Impairment
Peer reviewed Peer reviewed
Direct linkDirect link
McCabe, Paul C. – Psychology in the Schools, 2005
The relationship between specific subtypes of speech language impairment (SLI) and concomitant social competence and behavioral adjustment was investigated. Teachers and parents completed behavior ratings of SLI preschoolers enrolled in a language-based intervention program and preschoolers without language impairment, including the Parent-Child…
Descriptors: Articulation (Speech), Interpersonal Competence, Intervention, Rating Scales
The Relationship between Language and Social Competence: How Language Impairment Affects Social Growth
Peer reviewed Peer reviewed
Direct linkDirect link
McCabe, Paul C.; Meller, Paul J. – Psychology in the Schools, 2004
Given the research that suggests the social use of language is the latest developing aspect of language, it was hypothesized that children with speech/language impairment (SLI) are particularly susceptible to social interaction difficulties, resulting in diminished social competence. This hypothesis was explored with SLI and non-language-impaired…
Descriptors: Syntax, Semantics, Language Usage, Interpersonal Relationship