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| Preventing School Failure | 6 |
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| Dirling, Joanne | 1 |
| Gable, Robert A. | 1 |
| Goldstein, Howard | 1 |
| Maag, John W. | 1 |
| Rutherford, Robert B., Jr. | 1 |
| Searcy, Sheri | 1 |
| Warger, Cynthia L. | 1 |
| Webber, Jo | 1 |
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| Journal Articles | 6 |
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| Reports - Descriptive | 1 |
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| Practitioners | 4 |
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Peer reviewedWarger, Cynthia L.; Rutherford, Robert B., Jr. – Preventing School Failure, 1996
This article describes a social skills instructional framework, with examples of its use in inclusive and diverse classrooms. The framework has three phases: (1) defining the social skill to be taught; (2) implementing instruction; and (3) moving to self-control. Also provided are guidelines for performance-based assessment of social skills. (DB)
Descriptors: Cultural Differences, Curriculum Development, Educational Strategies, Elementary Secondary Education
Peer reviewedGable, Robert A.; And Others – Preventing School Failure, 1995
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…
Descriptors: Antisocial Behavior, Behavior Modification, Behavior Problems, Classroom Techniques
Peer reviewedMaag, John W.; Webber, Jo – Preventing School Failure, 1995
A traditional view of social skills instruction, which is antithetical to promoting children's social development, is presented. Three explanations of social development are then outlined within the context of social integration of students with disabilities. Recommendations for general educators to promote children's social skills are offered,…
Descriptors: Disabilities, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence
Peer reviewedGoldstein, Howard; And Others – Preventing School Failure, 1995
A peer intervention program to improve communicative interaction and social integration of preschoolers with moderate developmental disabilities is described. Children without disabilities are taught facilitative strategies which are not particularly intrusive and do not obligate responses by the disabled child. The facilitative strategies…
Descriptors: Change Agents, Communication Skills, Developmental Disabilities, Inclusive Schools
Peer reviewedDirling, Joanne – Preventing School Failure, 1999
Presents strategies for building resilience in students with disabilities in inclusive classrooms. Suggestions are provided for promoting social competence, problem-solving skills, autonomy, and sense of purpose. A checklist for resilience is included, along with two stories of children with disabilities who gained resilience. (CR)
Descriptors: Case Studies, Check Lists, Classroom Techniques, Disabilities
Peer reviewedSearcy, Sheri – Preventing School Failure, 1996
Twenty-six suggestions for setting up a class environment in which children with learning or behavior problems can develop friendships are presented, including integrating friendship into the curriculum, teaching necessary social skills, structuring successful recess and lunch periods, honoring children's friendships in placement decisions, and…
Descriptors: Behavior Problems, Classroom Environment, Classroom Techniques, Elementary Secondary Education
