Social Skills Instruction for Students With High-Incidence Disabilities: A School-Based Intervention to Address Acquisition Deficits

References

• Quinn, M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., Jr., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 54-64.
   Google Scholar
• Renshaw, P. D., & Asher, S. R. (1983). Children's goals and strategies for social interaction. Merrill-Palmer Quarterly, 29, 353-374.
   Google Scholar
• Sulzer-Azaroff, B., & Mayer, R. (1991). Behavior analysis for lasting change. Ft. Worth, TX: Harcourt Brace College.
   Google Scholar
• Dunlap, G., & Childs, K. (1996). Intervention research in emotional and behavioral disorders: An analysis of studies from 1980-1993. Behavioral Disorders, 21, 125-136.
   Google Scholar
• Van Acker, R., & Talbott, E. (1999). The school context and risk for aggression: Implications for school-based prevention and intervention efforts. Preventing School Failure, 44, 12-20.
   Google Scholar
• Velicer, W. F., & Harrop, J. (1983). The reliability and accuracy of time series model identification. Evaluation Review, 7, 551-560.
   Google Scholar
• Walker, H. M. (1998). First steps to prevent antisocial behavior. Teaching Exceptional Children, 30, 16-19.
   Google Scholar
• Tapp, J. T., Wehby, J. H., & Ellis, D. M. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods Instruments and Computers, 27, 25-31.
   Google Scholar
• Trower, P., Yardley, K., Bryant, B. M., Shaw, P. (1978). The treatment of social failure: A comparison of anxiety-reduction and skills-acquisition procedures on two social problems. Behavior Modification, 2, 41-60.
   Google Scholar
• Walker, H. M., Stieber, S., Ramsey, E., O'Neil, R. E., & Eisert, D. (1994). Psychological correlates of at-risk control boys: Static and dynamic relationships. Remedial and Special Education, 12, 43-51.
   Google Scholar
• Witt, J. C., & Elliott, S. N. (1983, August). Assessing the acceptability of behavioral interventions. Paper presented at the annual meeting of the American Psychological Association, Anaheim, CA.
   Google Scholar
• Walker, H. M., Block-Pedego, A., Todis, B., & Severson, H. (1991). School archival records search. Longmont, CO: Sopris West.
   Google Scholar
• Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Albany, NY: Brooks/Cole.
   Google Scholar
• Walker, H. M., & McConnell, S. (1995). The Walker-McConnell Scale of Social Competence and Social Adjustment. Eugene Center for Human Development, College of Education, University of Oregon.
   Google Scholar
• Walker, H. M., & Severson, H. (1992). Systematic screening for behavior disorders: Technical manual. Longmont, CO: Sopris West.
   Google Scholar
• Wolery, M., & Lane, K. (in press). Responding to children's behavior and play. In M. Wolery, R. A. McWilliam, & D. B. Bailey (Eds.), Teaching infants and preschoolers with disabilities (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
   Google Scholar
• Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.
   Google Scholar
• Zaragoza, N., Vaughn, S., & McIntosh, R. (1991). Social skills interventions and children with behavior problems: A review. Behavioral Disorders, 16, 260-275.
   Google Scholar
• Elliott, S., & Gresham, F. M. (1991). Social skills intervention guide. Circle Pines, MN: American Guidance.
   Google Scholar
• Epstein, M. H., & Sharma, J. M. (1998). Behavioral and Emotional Rating Scale (BERS). Austin, TX: Pro-Ed.
   Google Scholar
• Elksnin, L. K., & Elksnin, N. (1998). Assessment and instruction of social skills. San Diego, CA: Singular.
   Google Scholar
• Fisch, G. S. (1998). Visual inspection of data revisited: Do the eyes still have it? Behavior Analyst, 21, 111-123.
   Google Scholar
• Gresham, F. M. (1981). Social skills training with handicapped children: A review. Review of Educational Research, 51, 139-176.
   Google Scholar
• Gresham, F. M. (1985). Utility of cognitive-behavioral procedures for social skills training with children. Journal of Abnormal Child Psychology, 13, 411-423.
   Google Scholar
• Kerr, M. M., & Nelson, C. M. (1989). Strategies for managing behavior problem in the classroom (2nd ed.). Columbus, OH: Merrill Publishing.
   Google Scholar
• Lane, K. L., Wehby, J. H., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.
   Google Scholar
• Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (in press). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children.
   Google Scholar
• Lane, K. L., Gresham, F. M., & O'Shaughnessy, T. E. (Eds.). (2002). Interventions for children with or at risk for emotional and behavioral disorders. Boston: Allyn & Bacon.
   Google Scholar
• Lane, K. L., O'Shaughnessy, T., Lambros, K. M., Gresham, F. M., & Beebe-Frankenberger, M. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219-231.
   Google Scholar
• Ager, C. L., & Cole, C. L. (1991). A review of cognitive-behavioral interventions for children and adolescents with behavior disorders. Behavioral Disorders, 16, 276-287.
   Google Scholar
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
   Google Scholar
• Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. Kratochwill & J. Levin (Eds.), Single case research design and analysis (pp. 187-212). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Colvin, C., & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Education and Treatment of Children, 11, 341-348.
   Google Scholar
• Gresham, F. M. (1998). Designs for evaluating behavior change: Conceptual principles of single case methodology. In T. S. Watson & F. M. Gresham (Eds.), Handbook of child behavior therapy (pp. 23-40). New York: Plenum.
   Google Scholar
• Gresham, F. M. (2002). Social skills assessment and instruction for students with emotional and behavioral disorders. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 242-258). Boston: Allyn & Bacon.
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System (SSRS). Circle Pines, MN: American Guidance.
   Google Scholar
• MacLean, W. E., Tapp, J. T., & Johnson, W. L. (1985). Alternate methods and software for calculating interobserver agreement for continuous observation data. Journal of Psychopathology and Behavioral Assessment, 7, 65-73.
   Google Scholar
• Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985). Teacher judgements concerning the acceptability of school-based interventions. Professional Psychology Research and Practice, 16, 191-198.
   Google Scholar
• Lopez, M. F. (2000). A comparison of self-modeling and peer-modeling as interventions to improve the teacher-preferred social skills of atrisk and special education students. Dissertation Abstracts International-Section A, 60(12-A), 4318.
   Google Scholar
• Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed., pp. 151-197). Belmont, CA: Thomson Wadsworth.
   Google Scholar
• Maag, J. W., & Katsiyannis, A. (1998). Challenges facing successful transition for youth with E/BD. Behavioral Disorders, 23, 209-221.
   Google Scholar
• Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B., Jr. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201.
   Google Scholar
• McFall, R. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4, 1-33.
   Google Scholar
• Moore, R., Cartledge, G., & Heckaman, K. (1995). The effects of social skills instruction and self-monitoring on game-related behaviors of adolescents with emotional or behavioral disorders. Behavioral Disorders, 20, 253-266.
   Google Scholar
• Parker, J., & Asher, S. (1987). Peer relations and later personal adjustment: Are low accepted children at risk? Psychological Bulletin, 102, 357-389.
   Google Scholar
• Patterson, G. R. (2002). The early development of the coercive family process. In J. B. Reid, G. R. Patterson, & J. Synder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 25-44). Washington, DC: American Psychological Association.
   Google Scholar
• Lane, K. L., Givner, C. C., & Pierson, M. R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, 38, 104-110.
   Google Scholar
• Gresham, F. M., & Kendell, G. K. (1987). School consultation research: Methodological critique and future directions. School Psychology Review, 16, 306-316.
   Google Scholar
• Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344.
   Google Scholar
• Hersh, R., & Walker, H. M. (1983). Great expectations: Making schools effective for all students. Policy Studies Review, 2, 147-188.
   Google Scholar
• Hollinger, J. (1987). Social skills for behaviorally disordered children as preparation for mainstreaming: Theory, practice, and new directions. Remedial and Special Education, 8, 17-27.
   Google Scholar
• Howell, K. W., & Kelley, B. (2002). Curriculum clarification, lesson design, and delivery. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 57-73). Boston: Allyn & Bacon.
   Google Scholar
• Kavale, K., Mathur, S., Forness, S., Rutherford, R., & Quinn, M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta-analysis. In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavior disabilities (Vol. 11, pp. 1-26). Greenwich, CT: JAI.
   Google Scholar
• Kazdin, A. (1987). Treatment of antisocial behavior in children: Current status and future directions. Psychological Bulletin, 102, 187-203.
   Google Scholar
• Kupersmidt, J., Coie, J., & Dodge, K. (1990). The role of peer relationships in the development of disorders. In S. Asher & J. Coie (Eds.), Peer rejection in childhood (pp. 274-308). New York: Cambridge University Press.
   Google Scholar
• Lane, K. L. (1999). Young students at risk for antisocial behavior: The utility of academic and social skills interventions. Journal of Emotional and Behavioral Disorders, 7, 211-223.
   Google Scholar
• Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children, 25, 438-458.
   Google Scholar
• Lo, Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at-risk for emotional or behavioral disorders. Behavioral Disorders, 27, 371-385.
   Google Scholar
• Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329-335.
   Google Scholar
• Lane, K. L., Beebe-Frankenberger, Lambros, K. L., & Pierson, M. E. (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38, 365-379.
   Google Scholar