Notes that rough-and-tumble play must be considered in the context of social values; has beneficial influences on children's cognitive and social development; and is distinguishable from aggression. Makes a case for the use of socializing techniques in conjunction with rough and tumble play. (LB)

This study examines the existence of Oedipal conflicts and the relationship of social and cognitive factors to Oedipal conflicts. Forty children of three to six years were studied and found to show Oedipal behaviors that varied with age and changes in the children's social and cognitive understanding. (SH)

This article examines questions about educational placements for children with hearing loss, including the equity of placement decisions and the impact of placement on academic achievement and social development. It is concluded that applying principles of placement in the least restrictive environment requires reexamination of existing…

This article provides a framework for social skills homework in special education; an example of a social skills assignment; and a continuum for the involvement of parents, teachers, peers, and others in the homework process. Practicing social skills in natural settings is felt to assist in generalization and maintenance. (JDD)

Describes an integrated ecology unit for the primary grades that addresses the individual's three levels of environmental understanding: self, others, and the world. Discusses a process of establishing environmental harmony that involves developing self-respect, cooperating with others, respecting planet earth, beautifying surroundings, and…

Discusses a model that suggests that popularity and friendship are linked to different forms of adjustment and emotional well-being and emphasizes that friendship is an important mediator between popularity and loneliness. Results of a study that involved 169 early adolescents in fifth and sixth grades supported the model. (BB)

The Autism Diagnostic Interview was used to assess the difference between a group of 21 males and 21 females (ages 6-36) with autism with equivalent chronological nonverbal intelligence quotients greater than 60. Males were rated more severely autistic than females on several measures of early social development but not in other areas such as…

Examined the influence of changes in child-care teachers and changes in teacher-child relationships on children's social competence with peers. Both changes in primary teachers and changes in teacher-child relationships were associated with changes in children's social competence with peers. (Author/BB)

Five adults with developmental disabilities were trained on six interactional skill areas using the "Sorry" game format. The study involved natural environment training, role playing, and modeling of correct responses only as an error correction procedure during training. All participants increased their use of trained behaviors during…

Analysis of the social exchanges of 33 toddlers with developmental disabilities showed that more of the observation time was spent socially with mothers than with peers, and the number of turns per exchange was longer with mothers. However, toddlers initiated more social exchanges with peers than with mothers. Few changes were exhibited over time.…

Argues that adult education must be concerned with coordination of adult development and social development. Suggests that the functions of adult education are adjustment to social needs, economic growth, enriched intellectual content, and enhancement of individualization. (SK)

Differences were examined in parent ratings of social-emotional behavior among 64 preschool-aged children referred for child find screening and assessment and 64 preschool-aged typical children. The children who had been referred were found to have greater social skills deficits and problem behavior excesses than the comparison group. (Author/CR)

Maintains that the mental "playground" of young people, the field of opportunities where they learn to grow into the person they are uniquely destined to become, has shrunk dramatically. Reflects on three models for youth ministry and religious education that can respond to this phenomenon. (MJP)

This study compared a group of nine children (ages 3 to 8) with congenital blindness and an autism-like syndrome with nine sighted children. Children with autism had more severe abnormalities in terms of their relationships with people and emotional expressions, and were more impaired in the area of pretend play. (CR)

Ten children (ages 5 to 16) with autism, 10 with Down syndrome, and 10 controls were tested on a task that required matching faces on the basis of emotion and on a task that required judging pleasantness of a face. Children with autism performed worse on both facial-expression-of-emotion subtasks. (Author/CR)