The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments…

Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children…

Introduction: The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher's self-efficacy belief, and students' behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs…

The aim of this study was to investigate the effect of peer-mediated adaptive physical activity program on problem behaviors of mentally handicapped students. Eight mentally handicapped students and eight peer students with normal development participated in this study, which was designed according to a sequential descriptive design. In the…

The study examined home and school environmental factors as determinant of social skills deficit among learners with intellectual disability in Lagos State, Nigeria. The study adopted survey research method using a sample size of fifty (50) pupils with intellectual disability who were purposively selected from five special primary schools in Lagos…

Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

Instruction and training in social and emotional learning (SEL) is an important component in addressing the emotional and behavioral needs of students. This study is the first to examine whether "Strong Kids", an SEL program, delivered school-wide in all classrooms, could result in decreased internalizing behaviors and increased…

The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in…

Ratings by 23 parents and 21 regular education teachers of 20 elementary-aged students with blindness on the Social Skills Rating Scale (SSRS) were compared to ratings for the SSRS sighted-norm group. Although no significant differences were found for overall ratings, students with blindness were rated as less academically competent and higher on…

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

Research Findings: Traditional peer sociometric nominations, even at early ages, are not replaceable by teachers' classifications of children's sociometric popularity. The association between reports from the two sources, although not independent, was weak, with teachers perceiving more children as popular and fewer children as rejected. Teacher…

A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent-child interactional patterns and environmental influences. Few studies have examined the role…

The current study evaluated the play behaviors of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a social communication intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking. Three children who were enrolled in an inclusive classroom met the…

The purpose of the current study was to evaluate the turn-taking skills of children with and without disabilities who participated in a social communication intervention targeting peer-directed initiations and responses. Eight children met the selection criteria for inclusion in the study. A multiple baseline design across participants (dyads) was…