A study examined the social pretend play and conversational behaviors of three children (ages 4-6) with language impairment in dyadic interactions with peers. In all dyads, social pretend play yielded greater conversational success than other forms of play. Quality of play varied as a function of partner characteristics. (Contains references.)…

Reanalyzed data by Oetting and Beauvais which evaluated peer drug association effects on adolescent drug use in survey of 415 high school students. Found support for alternative model in which poorer school adjustment was consequence of drug use, peer drug associations, lack of family sanctions against drug use, low religious identification, and…

Examined impact of psychosocial variables on drinking among 505 Black college students. Lack of social support was best predictor of drinking of hard alcoholic beverages among Black college males. Respondents who began drinking at younger age, had parents who approved of drinking, and had friends who drank were more likely to drink light and hard…

Investigated how teachers coached one another accepted advice and feedback from colleagues and changes that occurred in classroom practices. Describes and presents data for a peer coaching program. (YP)

When successful teachers were interviewed concerning strategies for helping students believe in themselves, they suggested that teachers break through minority students' skepticism and distrust, use peer recruiters, welcome everyone, generate class participation, set high expectations, use attention-getting projects, look beyond the classroom, and…

Compared 7th and 10th graders participating in social resistance or attitudinal alcohol prevention programs to controls. For 10th-graders, no outcome difference between interventions was found; at one-year follow-up, intervention subjects used less alcohol than controls. Seventh graders showed no usage effects of interventions two years…

Describes assertiveness training program initiated specifically for sophomores at an independent high school. Includes an overview of the program and descriptions of six sessions and a follow-up session. Discusses suggestions for implementation. (NB)

This article examines peer intervention as a strategy for modifying disruptive behavior in inclusive classrooms, focusing on the method known as peer confrontation. A vignette of this method's application to reduce the incidence of verbal abuse in a regular classroom is provided, and implications of peer mediation for inclusive schooling are…

Based upon recent research, this article provides an update of best practices for inclusive education in the areas of program options, curriculum design, classroom environment, social interaction, communication, family inclusion, and support services that will help preschool teachers more effectively serve both normal and developmentally disabled…

Measured effects of age, prior opinions, and peer interaction on first, third, and sixth graders and college students as they expressed their opinion on a topic while alone (pretest), while with a peer (test), and again while alone (posttest). Found that age affected the number, type, and elaboration level of pretest reasons for holding a given…

The Problem Behavior Questionnaire is an indirect functional assessment instrument for use with students presenting behavior problems in general education settings. Preliminary studies indicate that the questionnaire offers a practical, easy assessment method which considers the potential effects of peer attention on problem behavior. The…

Today's social problems (including dysfunction, destruction, and disintegration) mirror the communities in which students live. Peer programs in schools can link youths with healthy communities and help enrich, enliven, and empower students to become productive members of a caring society. (SM)

A review of the literature and descriptive examples of peers implementing the "high probability request" (HPR) strategy for changing behavior in young children with behavior disorders are presented. HPR intervention involves delivering three to five high probability requests with positive reinforcement in rapid succession, followed by a…

This study found that 74 high school students with learning disabilities were more likely than 85 nondisabled students to expect that a teenager trying to convince a peer to engage in misconduct would use simple, direct requests and were less likely to expect requests that minimized the possibility of getting caught. (JDD)

Student support systems (small groups of students who meet to learn), help combat the problem of large student-to-teacher ratios and increase cognitive and affective outcomes. Small groups allow large amounts of participation and interaction, rapid error correction, individualized practice, and self-paced work that actively involves students in…