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ERIC Number: ED259500
Record Type: RIE
Publication Date: 1984-Aug
Pages: 340
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Socialization Research Project. Final Report.
Haring, Thomas G.; And Others
The report documents the findings of a 3-year study of the social skill development of severely handicapped youth within integrated school and community settings. A series of seven studies were instituted on two central issues: (1) the ability to train and promote generalization of social language skills in the form of initiation and respondent behaviors directed toward nonhandicapped peers or counselors, and (2) the attitudes and resultant behaviors of nonhandicapped peers as a result of systematic contact experiences with handicapped individuals. The study focused on the following topics: teaching self-delivered reinforcement, differential reinforcement of other behavior within small group instruction settings, social interaction with autistic youth, social interaction during breaktime, between-class generalization, attitude change, and social language use. Findings suggested that teaching severely and moderately handicapped children to initiate and expand social interactions with peers and coworkers could influence the amount and type of interaction occurring in nontrained settings. Also revealed was that extended, one-to-one contact may improve subsequent behaviors and attitudes of nonhandicapped persons toward familiar handicapped peers. The bulk of the document is contained in Appendix C, which is composed of seven papers reporting the seven specific studies. The other two appendices consist of letters of support and agreement and data sheets. (CL)
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: San Francisco State Univ., CA.; California Univ., Santa Barbara.
Note: For the separate papers contained in this report, see EC 180 237-243.