Author: |
鄒啟蓉 Chi-Zong Tsou |
---|---|
Thesis Title: |
發展遲緩幼兒在融合教育環境中社會行為表現研究 Social Functioning of Young Children with Developmental Delays in Inclusive Education Environment |
Advisor: |
盧台華
Lu, Tai-Hua |
Degree: |
博士 Doctor |
Department: |
特殊教育學系 Department of Special Education |
Thesis Publication Year: | 2000 |
Academic Year: | 88 |
Language: | 中文 |
Number of pages: | 266 |
Keywords (in Chinese): | 發展遲緩 、幼兒 、社會行為 、人際互動 、融合教育 、社會行為評量 |
Keywords (in English): | social behavior, social interaction, young children, inclusion, integration, developmental delay, social competence assessmet, social scale |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 352 Downloads: 71 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
「發展遲緩幼兒在融合教育環境中社會行為表現研究」摘要
本研究旨在探討發展遲緩幼兒在融合教育環境中社會行為表現及相關影響因素,分量化與對三位個案的質化研究兩部份進行。
量化研究部份,研究者自編「學齡前兒童學校適應行為重要性調查表」,請台北市100所幼稚園及托兒所的414位普通幼教老師評量其中99項社會行為的重要性,並參考教師意見結果及相關文獻編製「學齡前兒童社會行為評量表」。研究者使用自編「學齡前兒童社會行為評量表」,請台北市68所幼稚園及托兒所教師對348位正常幼兒及131位有發展遲緩或疑似發展遲緩的幼兒作評量。對三位個案的研究部份,主要採質化方法進行,研究者在88年5月至12月間在台北市某托兒所對在同一個班級內就讀的三位唐氏症幼兒進行研究,採用現場觀察、教師訪談、文件參閱、同儕社會地位評量、同儕意見收集等方式,對三位幼兒在托兒所的社會行為及相關影響因素進行探究。本研究的主要發現如下:
一、 與適應融合教育環境有關的重要社會行為探討
1. 在適應性行為方面,教師較看重與教室常規及學習有關的行為,較不看重人際互動或與獨立自主有關的行為。在不適應行為方面,教師較不能忍受干擾與破壞性較大的外向性不適應及不專注/過動的行為,而較能忍受內向性不適應行為。多元迴歸結果顯示規範性行為與不專注/過動行為最能預測教師評量之安置恰當程度。
2.同儕社會地位評量結果顯示,一般幼兒較重視的是同儕的互動能力、利社會行為、守規矩等,較排斥有攻擊性、不守規矩、干擾他人的行為。而非社會行為因素如儀容表情、遊戲能力、友誼、熟悉度等也會影響同儕的喜好或排斥。
二、自編「學齡前兒童社會行為評量表」信效度研究
自編「學齡前兒童社會行為評量表」可得出8個因素,在適應行為部份,包括規範性、互動性、自主性、專注學習、自主學習五個因素,在不適應行為部份,則有不專注/過動、內向性不適應、外向性不適應等三個因素;8個分量表的內部一致性與重測信度平均皆為.89,評量者間信度平均.72。
三、對發展遲緩幼兒在融合教育環境中社會行為表現的研究
量化研究顯示,發展遲緩幼兒在規範性、互動性、自主性、專注學習、自主學習等五個適應行為分量表的得分顯著低於一般幼兒,且有較多不專注/過動及內向性不適應問題,但兩組幼兒在外向性不適應問題上無顯著差異。尚未獲鑑定的疑似發展遲緩組幼兒比已獲鑑定的發展遲緩組幼兒的學習專注行為表現較差且有較多外向性不適應行為。不同障礙類別幼兒間的社會行為表現有顯著差異,尤以自閉症組幼兒的整體表現較差。
對三位個案的質化研究顯示個案在主動性、回應性、合作性行為上均有缺陷;三位個案對同儕最常出現的主動行為是靠近觀察、參與遊戲、展示物品的行為;三位個案很少主動邀請同儕遊戲,很少表現親愛、主動分享、主動幫助他人的行為,也常拒絕或不回應同儕的互動邀請;個案與同儕的合作大多發生在體能、律動等活動中,在象徵遊戲上的合作有限。三位個案都有不專注、干擾團體學習的行為,但是其中兩位有較多的違抗、攻擊等外向性不適應行為。三位個案的同儕社會地位分屬受歡迎、受排斥、受爭議等不同類型。
四、對社會行為影響因素的探討
1. 性別、年齡、家庭社經地位、出生序、家中手足人數不同的正常幼兒的社會行為表現有顯著差異。
2. 影響發展遲緩幼兒社會行為表現的因素包括個人、同儕、情境、教師、學校、家庭等次環境中諸多因素,且環環相扣,交互影響。
研究者根據以上結果,對發展遲緩幼兒在融合教育環境中的社會行為評量與介入以及未來研究方向等提出建議。
Social Functioning of Young Children with Developmental Delays in Inclusive Education Environment
ABSTRACT
The purpose of the study was to investigate the social functioning of young children with developmental delays and possible contributing factors in inclusive education environment. The study was approached with quantitative and qualitative methods.
Perceptions of 414 teachers in 100 daycare centers and kindergartens in Taipei City were collected to identify important social behaviors for classroom functioning. The result was taken to develop the Social Competence Scale for Young Children(SCSYC). A sample of 348 normal children and 131 children with various handicaps was used to examine the reliability and validity of the SCSYC. Besides, the researcher conducted an in-depth qualitative study of three children with Down's syndrome in an inclusive classroom for about 7 months to investigate their social functioning and possible environmental influence.
Teachers rated compliance and learning behaviors more important than interpersonal interaction and personal autonomy. Extroverted behaviors were rated as the least tolerable, followed by inattentive/ hyperactive behaviors and introverted behaviors.
Eight factors were derived from the SCSYC,good to acceptable reliability and validity evidence was obtained in the study. Children with developmental delays performed significantly poorer than normal children on the five adaptive scales on SCSYC, and they had more inattentive/hyperactive and introverted behavior problems. The two groups did not differ significantly on severity of extroverted behavior problems. The scale was also shown to discriminate children with different backgrounds including sex, age, family socioeconomic status, birth order, and number of siblings.
The three subjects with Down's syndrome exhibited social skill deficits and maladaptive behaviors. Their initiative behaviors were characteristics of those of younger children, consisting mainly of approaching , observing , showing off and joining peer's play. More complicated interactions such as praising, showing affection, leading play, sharing objects were rarely observed. They had difficulties in cooperative symbolic play, and their responses to peers' initiation were often inappropriate. The three subjects all had problems attending in large group activities;besides, the two boys had aggressive and disobedient problem behaviors too. Peer sociometric status of the subjects differed and factors other than social competency were suspected to have impact on peer social status.
Multiple factors within the realm of the individual, peer , teacher, settings, school, and family were proposed to influence the social functioning of young children with developmental delays.
Implications for the findings were discussed as to their significance in social skill development and social competence assessment and intervention in inclusive education environment.
參考文獻
一、中文部份
王天苗(民79):去除界線,保障品質-出席一九九O年特殊兒童學前教育研討會紀要。特殊教育季刊, 37,20-26。
王天苗、蘇建文、廖華芳、林麗英、鄒國蘇、林世華(民84):嬰幼兒綜合發展測驗編製報告。台北市:國立臺灣師範大學特殊教育中心印。
王珮玲(民81):兒童氣質、父母教養方式與兒童社會能力關係之研究。國立政治大學教育研究所博士論文。
台北市立師範學院(民80):兒童氣質量表-教師題本。台北市立師範學院,未發表。
台灣省立台北師範學院研究小組(民79):學前階段特殊教育問題研究。台北市:台灣省立台北師範學院。
任秀媚(民73):家長參與幼兒學校學習活動對幼兒社會行為的影響。國立臺灣師範大學家政教育研究所碩士論文。
何素華(民87):身心障礙者社會適應之教學與研究。載於身心障礙教育研討會會議實錄,頁191-201。國立台灣台灣師範大學特殊教育學系編印。
兒童福利法(民82):華總(一)義字第0四七五號。
林寶貴、盧台華、胡梅(民86):八十五學年度學前特殊教育實驗班工作報告。國立臺灣師範大學特殊教育中心主編。
林寶貴、盧台華、胡梅(民87):八十六學年度學前特殊教育實驗班工作報告。國立臺灣師範大學特殊教育中心主編。
林寶貴、盧台華、賴文鳳、謝藍芝(民85):學前合作學習實驗班八十四學年度工作報告。台北市:教育部國教司。
林幸台(民81):性格及行為異常兒童輔導手冊。教育部第二次全國特殊兒童普查工作執行小組資料。
林素貞(民84):回歸主流﹑普通教育改革和完全融合。載於特殊教育的教學與研究, 頁441-448。中華民國特殊教育學會編印。
吳芝儀、李鳳儒(譯)(民84):質的評鑑與研究。台北市:桂冠出版社。
吳武典、林寶貴(民81):特殊兒童綜合輔導手冊-第二次全國特殊兒童普查結果之運用。台北市:國立臺灣師範大學特殊教育研究所編印。
吳武典、盧台華、張正芬、邱紹春(民81):修訂文蘭適應行為量表。台北市:國立台灣師範大學特殊教育系。
吳武典、蔣興傑、汪金英(82):我國特殊兒童教育安置之檢討與規劃研究。台北市:教育部特殊兒童鑑定安置輔導專案。
吳淑美(民81):發展遲緩幼兒在回歸主流教育安置下社會互動﹑社會地位及發展能力之研究 特殊教育學報﹐7, 45-83。
吳淑美(民84):完全包含模式可行嗎?特教新知通訊, 3(3),1-2.。
吳淑美(民87):學前融合班教學理念篇。台北市:心理出版社。
洪儷瑜(民86):青少年社會行為之多元評量。台北市:師大書苑。
洪儷瑜(民87):多元「社會行為評量表」在鑑定國中情緒障礙學生之可行性研究。 特殊教育研究學刊,16, 247-268.
洪儷瑜、涂春仁(民84):Coie & Dodge 社會計量地位分類公式之修正。 測驗年刊,43,103-114。
洪智萍(民84):幼稚園大班教師教學行為與幼兒社會行為之關係研究。國立臺灣師範大學家政教育研究所碩士論文。
特殊教育法(民86):華總(一)義字第八六00一一二八二0號。
特殊教育法施行細則修正條文(民87):教育部臺(八七)參字第八七0五七二六六號。
特教新知通訊編輯室(民87):特教新知通訊。台北市:國立臺灣師範大學特殊教育學系。
徐享良(民85):適應行為量表。台北市:教育部社教司。
徐澄清﹑蘇喜﹑蕭淑真﹑林家青﹑宋維村﹑張玨(民67):學齡前兒童行為發展量表之修訂及初步常模之建立。中華民國小兒科醫學會雜誌﹐19(2), 142-156。
徐慕蓮(民76):個人及家庭因素影響國小新生學校生活適應之研究。台北市:國立臺灣師範大學家政教育研究所碩士論文。
涂妙如(民83):幼兒與母親以及與教師間的依附關係對幼兒社會與學習行為之影響研究。台北市:國立台灣師範大學教育研究所碩士論文。
高敬文(民85):質化研究方法論。台北市:師大書苑。
郭為籓(民76):特殊兒童心理與教育。台北市:文景書局。
郭秀鳳(民85):幼兒家長與幼教工作者對實施融合式幼兒教育意見之探討。台北市:國立臺灣師範大學殊教育研究所碩士論文。
許惠萍(民85):幼兒氣質與問題行為之研究。台北市:私立中國文化大學兒童福利研究所碩士論文。
陳英豪、吳裕益(民79):測驗與評量(修訂版)。高雄市:復文書局。
陳姣玲(民84):父母教養方式的一致程度與幼兒社會化之相關研究。台北市:國立師範大學師大家政教育研究所碩士論文。
陳淑琦(民83):幼兒教育課程設計。台北市:心理出版社。
陳靜江、林寶山、陳莉馨、曹純瓊(民82):學前身心障礙兒童教育模式之研究。高雄:國立高雄師範大學特殊教育中心。
梁瑪莉(民76):學前兒童社會能力之家庭相關因素研究。台北市:國立臺灣師範大學家政教育研究所碩士論文。
游淑芬(民82):母親親職壓力與兒童社會行為關係之研究:一般兒童和先天性心臟病兒童的比較。台北市:國立臺灣師範大學家政教育研究所碩士論文。
曾慶玲(民87):父母親婚姻暴力對兒童問題行為影響研究。 台北市:國立師範大學師大家政教育研究所碩士論文。
黃凱倫(民80):幼兒與母親依附關係及其社會行為之研究。台北市:國立臺灣師範大學家政教育研究所碩士論文。
楊坤堂(民81):兒童行為問題:基本概念與輔導策略。台北市立師範學院特殊教育中心。
廖信達(民77):受歡迎及被拒絕學前兒童與其同儕社會互動之研究。台北市:私立中國文化大學兒童福利研究所碩士論文。
蔣惠珍(民75):學前友伴關係的相關因素研究。台北市:國立臺灣師範大學家政教育研究所碩士論文。
蔡春美(民82):我國學前階段特殊教育的現況與展望。國民教育,33卷,7期。
蔡淑玲(民87):一位自閉症兒童在融合教育政策實施下的狀況。台北市:國立臺灣師範大學家政教育研究所碩士論文。
簡淑真(民74):學前兒童社會能力與其同儕團體社會地位之研究。台北市:國立臺灣師範大學家政教育研究所碩士論文。
魏惠貞(民73):學前兒童獨立性、成就行為及其相關因素之研究。國立臺灣師範大學家政教育研究所碩士論文。
蘇雪玉(民77):學前障礙幼兒與一般正常幼兒混合就讀之效果:二個個案研究。 輔仁學誌,22,61-76.
蘇雪玉(民80):二位學前障礙幼兒與一般正常幼兒混合就讀之第一年追蹤報告。輔仁學誌,25,65-84.
蘇雪玉(民85):障礙幼兒混合就讀之學校適應、學校環境及教師因應策略之探討。行政院國家科學委員會專題研究計劃成果報告。
蘇雪玉﹑周世偉(民82):教學策略與學前自閉症個案之學校適應。 輔仁學報﹐27, 107-142.
二、英文部份
Achenbach, T. M. (1993). Child Behavior Checklist and related instruments. In P. B. Sutker, & H. E. Adams(Eds.), Comprehensive handbook of psychopathology(2nd ed.)(pp. 517-550). Spring Street, New York:Plenum Press.
Achenbach, T. M. (1997). What is normal?What is abnormal?Developmental perspectives on behavioral and emotional problems. In S. S. Luthar, J. A. Burack, D. Cicchetti & J. R. Weisz(Eds.), Developmental Psychopathology:Perspectives on adjustment, risk and disorder(pp.93-114). Cambridge, MA:Cambridge University Press.
Achenbach, T. M. & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46(1)(serial No. 188).
Achenbach, T. M. & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist/4-16 and Revised Child Behavior Profile. Burlington, VT:University of Vermont, Department of Psychiartry.
Achenbach, T. M. , Howell, C. T. , Quay, H. C., & Conners, C. K. (1991). National survey of competencies and problems among 4 to 6-years-olds : parents' reports for normative and clinical samples. Monographs of the Society for Research in Child Development, 56(1)(serial No. 225).
Adams, H. E. & Cassidy, J. F. (1993). The classification of abnormal behavior: An overview. In P. B. Sutker & H. E. Adams (Eds.),Comprehensive handbook of psychopathology(2nd ed.)(pp. 3-16). Spring Street, New York: Plenum Press.
Antia, S. D. & Kreimeyer, K. H. (1992). Social competence intervention for young children with hearing impairments. In S. L. Odom, S. R. McConnell, M. A. McEvoy(Eds.), Social competence of young children with disabilities:Issues and strategies for intervention (pp. 135-164). Baltimore, MA:Paul H. Brookes.
Asher, S. R. (1990). Recent advances in the study of peer rejection. In S. Asher & J. Coie(Eds.), Peer rejection in childhood(pp.3-14). New York: Cambridge University Press.
Beare, P. L. & Lynch, E. C.(1986). Underidentification of preschool children at risk for behavioral disorders. Behavioral Disorders, 11(3), 177-183.
Beckman, P. J. & Kohl, F. L. (1987). Interations of preschoolers with and without handicaps in integrated and segregated settings:A longitudianl study. Mental Retardation, 25(1), 5-11.
Beckoff, A. G. & Bender, W. N.(1989). Programming for mainstream kindergarten success in preschool: Teachers' perceptions of necessary prerequisite skills. Journal of Early Intervention, 13(3), 269-280.
Behar, L. & Stringfield, S. (1974). A behavior rating scale for the preschool chld. Developmental Psychology , 10(5), 601-610.
Bierman, K. L. & Welsh, J. A. (1997). Social Relationship Deficits. In E. J. Mash & L. G. Terdal(Eds.). Assessment of childhood disorders(3rd ed.)(pp. 328-384). New York:The Guilford Press.
Bondurant-Utz, J. A. & Luciano, L. B. (1994). A practical guide to infant and preschool assessment in special education. Boston, MA: Allyn and Bacon.
Bronfenbrenner,U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1-5.
Bullock, M. J. , Ironsmith, M. & Poteat, M. (1988). Sociometric techniques with young children: A review of psychometrics and classification schemes. School Psychology Review, 17(2), 289-303.
Burnstein, N D. (1986). The effects of classroom organization on mainstreamed preschool children. Exceptional Children, 52(5),425-434.
Buysse, V. (1993). Frinedships of preschoolers with disabilities in community-based child care settings. Journal of Early Interrvention, 17(4), 380-395.
Buysse,V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education, 26(4), 434-461.
Campbell, S. B. (1990). Behavior problems in preshcool children: Clinical and developemntal issues. Spring Street, New York: The Guilford Press.
Carta, J. J., Sainato,D. M. & Greenwood,C. R. (1988). Advances in the ecological assessment of classroom instruction for young children with handicaps. In S. L. Odom & M.B. Karnes(Eds.). Early ingervention for infants and children with handicaps:An empirical base(pp. 217-240). Baltimore, MA: Paul H. Brookes.
Cartledge, G. & Milburn, J. F. (1995). Teaching social skills to children and youth: Innovative approaches(3rd ed.). Needham Heights, MA: Allyn & Bacon.
Chandler, L. K. (1992). Promoting children's social/ survival skills as a strategy for transition to mainstreamed kindergarten programs. In S. L. Odom, S. R. McConnell, & M. A. McEvoy(Eds.), Social competence of young children with disabilities: Issues and strategies for intervention(pp. 245-276). Baltimore, MA: Paul H. Brookes.
Chandler, L. K., Fowler, S. A. & Lueck, R. C. (1992). An analysis of the effects of multiple setting events on the social behavior of preschool children with special needs. Journal of Applied Behavior Analysis, 25(2), 249-263.
Coie, J. D. , Dodge, K. A. , & Kupersmidi, B. (1990). Peer group behavior and social status. In S. R. Asher , & J. D. Coie(Eds.), Peer rejection in childhood(pp.17-59). New York, NY: Cambridge University Press.
Conners, C. K. (1993). Conners Rating Scales. In P. B. Sutker, & H. E. Adams(Eds.),Comprehensive handbook of Psychopathology(2nd ed.) (pp. 550-578). Spring Street, New York:Plenum Press.
DeKlyen, M. & Odom, S. L. (1989). Activity structure and social interactins with peers I developmentally integrated play groups. Journal of Early Intervention, 13(4), 342-352.
Dodge, K. A. (1985). Facets of social interaction and the assessment of social competence in children. In B. H. Schneider , K. H., Rubin, & J. E. Ledingham(Eds.), Children's peer relations: Issues in assessment and intervention(pp. 3-12). New York: Springer-Verlag.
Dolores, Terhaar-Yonkers. (1989). The social interaction of mainstreamed high school students:An ethnographic inquiry. (ERICDocument Reproduction Service No. ED9009117).
Elliot, S. N., Busse, R. T., & Gresham, F. M. (1993). Behavior rating scales: Issues of use and development. School Psychology Review, 22(2), 313-321.
Erwin, P. (1993). Friendship and peer relations in children. New York, NY:John Wiley & Sons.
Evans, I. M., Salisbury,C. L., Palombaro, M. M., Berryman, J., & Hollowood, T. M. (1992). Peer interactions and social acceptance of elementary-age children with severe disabilities in an inclusive school. Journal of The Association for the severely retarded, 17(4), 205-212.
Feil, E. G., Severson, H. H., & Walker, H. M. (1998). Screening for emotional and behavioral delays: The early screening project. Journal of Early Intervention, 21(3),252-266.
Field, T. (1980). Self, teacher,toy and peer-directed behaviors and handicapped preschool children. In T. M. Field(Ed.) High-risk infants and children(pp. 313-326). New York:Academic Press.
File, N. , & Kontos, S. (1993). The Relationship of program quality to children's play in integrated early intervention settings. Topics in Early Childhood Special Education, 13(1), 1-18.
Fuchs, D. & Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60(4), 294-309.
Furman, W., Rahem. D. F., & Hartup, W. W. (1979). Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization. Child Development, 50(4), 915-922.
Gottlieb, J. (1981). Mainstreaming:Fullfilling the promise?American Journal of Mental Deficiency, 86,115-126.
Grenot-Scheyer, M. (1994). The nature of intereactions between students with severe disabilities and their friends and acquaintances without disabilities. The Association for Persons with Severe Handicaps, 19(4), 253-262.
Gresham, F. M. (1982). Misguided mainstreaming: The case for social skills training with handicapped childrn. Exceptional Children, 48(5), 422-433.
Gresham, F. M.(1988). Social skills: Conceptural and applied aspects of assessment, training, and social validation. In J. C. Witt, S. N. Elliot & F. M. Gresham(Eds.), Handbook of behavior therapy in education(pp. 523-546). New York, NY: Plenum Press.
Gresham, F. M. & Elliott, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. The Journal of Special Education, 21(1), 167-181.
Gresham, F. M. & Elliott,S. N. (1990). Social Skills Rating System Manual. Circle Pines, MN:American Guidance Service.
Gresham, F. M. & Reschly, D. J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology, 25(4), 367-381.
Guralnick, M. J. (1981). Programmatic factors affecting child-child social interactions in mainstreamed preschool programs. Exceptional Education Quarterly, 1(4), 71-93.
Guralnick, M. J. (1990a). Social competence and early intervention. Journal of Early Intervention, 14(1), 3-14.
Guralnick, M. J. (1990b). Peer interactions and the development of handicapped children's social and communicative competence. In H. Foot, M. Morgen, & R. Shute(Eds.), Children helping children(pp. 275-305). Sussex, England:John Wiley & Sons.
Guralnick, M. J. (1992). A hierarchical model for understanding children's peer-related social competence. In S. L. Odom, S. R. McConnell, & M. A. McEvoy(Eds.), Social competence of young children with disabilities: Issues and strategies for intervention(pp. 37-64). Baltimore: Paul H. Brookes.
Guralnick, M. J., Connor, R, T., Hammond, M., Gottman, J. M., & Kinnish, K. (1995). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Association in Mental Retardation, 100(4), 359-377.
Guralnick, M. J., & Groom, J. M.(1985). Correlates of peer-related social competence of developmentally delayed preschool children. American Journal of Mental Deficiency, 90(2), 140-150.
Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Developemnt, 58(6), 1556-1572.
Guralnick, M. J., & Groom, J. M.(1988a). Peer interactions in mainstreamed and specialized classrooms:A comparative analysis. Exceptional Children, 54(5), 415-425.
Guralnick, M. J., & Groom, J. M.(1988b). Friendships of preschool children in mainstreamed playgroups. Developmental Psychology, 24(4), 595-604.
Guralnick, M. J., & Paul-Brown, D.(1977). The nature of verbal interactions among handicapped and nonhandicappe preschool children. Child Development, 48, 254-280.
Guralnick, M. J. & Paul-Brown, D. (1980). Functional and discourse analysis of nonhandicapped preschool children's speech to handicapped children. American Journal of Mental Deficiency, 84(5), 444-454.
Guralnick, M. J. & Weinhouse, E. M. (1984). Peer-related social interactions of developmentally delayed young children: Development and characteristics. Developmental psychology, 20(5), 8115-8127.
Hains, A. H., Fowler, S. A., Schwartz, H. S., Kottwitz, E. & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4(1), 75-88.
Hall, L J. (1994). A descriptive assessment of social relationships in integrated classrooms. Journal of The Association for Persons with Severe Handicaps, 19(4), 302-313.
Hazen, N. & Black, B.(1989). Preschool peer communication skills:The role of social status and interaction context. Child Development, 60(4), 867-876.
Holland, M. L. & Merrell, K. W. (1998). Social-Emotional characteristics of preschool-aged children refeered for child find screening and assessment:A comparative study. Research in Developmental Disabilities, 19(2), 167-180
Kauffman, J. M.(1997). Characteristics of Emotional and Behavioral Disorders of Children and Youth(6th ed.). Upper Saddle River, NJ:Prentice-Hall, Inc.
Kauffman, J. M. & Lloyd, J. W. (1995). A sense of place: The importance of placement issues in contemporary special education. In J. M. Kauffman, J. W. Lloyd, D. P. Hallahan, & T. A. Astuto(Eds.), Issues in educational placement: Students with emotional and behavioral disorders(pp.3-20). Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.
Kauffman, J. M., Lloyd, J. W., & McGee, K. A. (1989). Adaptive and maladaptive behavior:Teachers' attitudes and their technical assistance needs. The Journal of Special Education, 23(2), 185-200.
Kohn, M. & Rosman, B. L. (1972). A social competence scale and symptom checklist for the preschool child: Factor dimensions, their cross-instrument generality, and longitudinal persistence. Developmental Psychology, 6(3), 430-444.
Kontos, S., Moore, D. & Giorgetti, K. (1998). The ecology of inclusion. Topics in Early Childhood Special Education, 18(1),38-48.
Landau , S. & Milich, R. (1990). Assessment of Children's social status and peer relations. In A. M. LaGreca(Ed.), Through the eyes of the child(pp. 259-291). Boston:Allyn & Bacon.
LeCompte, M. D. , Preissle, J. & Tesch, R. (1993). Ethnography and qualitative design in educational research(2nd ed.). San Diego, CA:Academic Press, Enc.
Lipsky, D. K. & Gartner, A.(1997). Inclusion and school reform: Transforming America's classrooms. Baltimore, MA: Paul H. Brookes.
Lord, C. (1993). Early social development in autism. In E. Schopler, & M. M. Bristol, (Eds.), Preschool issues in autism(pp.61-94). Spring Street, NY:Plenum Press..
Matson, J. L., Rotatori, A. F. & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children:The Matson Evaluation of Social Skills with Youngsters(MESSY). Behavior Research Therapy, 21(4), 335-340.
Marshall, C. & Rossman, G. B. (1995). Designing qualitative research(2nd ed.). Thousand Oaks, CA: Sage Publishings, Inc.
McCormick, L., & Noonan, M. J. (1984). A responsive curriculum for severely handicapped preschoolers. Topics of Early Child Special Education, 4(3), 79-96.
McConnell, S. R., McEvoy, M. A., & Odom, S. L. (1992). Implementation of social competence interventions in early childhood special education classes:Current practices and future directions. In S. L. Odom, S. R. McConnell, & M. A. McEvoy(Eds.), Social competence of young children with disabilities: Issues and srategies for intervention(pp. 277-307). Baltimore, Paul H. Brookes.
McEvoy, M. A., Odom, S. L., & McConnell, S. R. (1992). Peer social competence intervention for young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy(Eds.), Social competence of young children with disabilities: Issues and strategies for intervention(pp.113-134). Baltimore, Maryland:Paul H. Brookes Publishing.
McEvoy, M. A., & Odom, S. L(1988). Integration of young children with handicaps and normally developing children. In S. L. Odom & M. B. Karnes(Eds.), Early Intervention for infants and children with handicaps(pp. 241-268). Baltimore, Maryland:Paul H. Brookes Publishing.
McEvoy, M. A. , Shores, R. E. , & Wehby, J. H. (1990). Special Education Teachers' Implementation of Procedures to Promote Social Interaction Among Children Integrated Settings. Education and Training in Mental Retardation, 25(3)267-277.
McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4(1), 1-33.
Merrell, K. W. (1993).Assessment of social skills and peer relations. In H. B. Vance (Ed.), Best practices in assessment for school and clinical settings(pp. 308-340).Brandum,VT: Clinical Psychology Publishing Co.
Merrell, K. W. (1996). Social-Emotional Assessment in Early Childhood:The Preschool and Kindergarten Behavior Scales. Journal of Early Intervention, 20(2),132-145.
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed. ). Thousand Oaks, CA:SAGE Publications.
Murphy, M. & Vincent L. J. (1989). Identification of critical skills for success in day care. Journal of Early Intervention, 13(3), 221-229.
Neary, T., & Halvorsen, A. (1995). What is "inclusion"? (ERIC Document Reproduction Service No. ED 393248).
Noonan, M. J. & McCormick, L. (1993). Early intervention in natural environments: Methods and procedures. Pacific Grove, CA: Brooks/Cole Publishing CO.
Noonan, M. J., Ratokalau, N. B., McCormick, L., Esaki, C. A. & Claybaugh, K. W. (1992). Validating critical skills for preschool success. Infant-Toddler Intervention, 2(3), 187-203.
Nordquist, V. M., Twardosz, S., & McEvoy, M. A. (1991). Effects of environmental reorganization in classrooms for children with autism. Journal of Early Intervention, 15(2), 135-152.
Odom, S. L. & McConnell, S. R. (1985). A performance-based conceptualization of social competence of handicapped preschool children: Implications for assessment. Topics of Early Child Special Education , 4(4), 1-19.
Odom, S. L., & McEvoy, M. A. (1988). Integration of young children with handicaps and normally developing children. In S. Odom & M. Karnes(Eds.), Early intervention for infants and children with handicaps: An empirical base(pp.241-268). Baltimore: Paul H. Brookes.
Odom, S. L., McConnel, S. R., & McEvoy, M. A.(1992). Peer-related social competnece and its significance for young children. With disabilities. In S. L. Odom, S. R. McConnell & M. A. McEvoy (Eds.), Social competnece of young children with disabilities(pp. 3-36). Baltimore, MA: Paul H. Brookes.
Odom, S. L & Watts, E. (1991). Reducing teacher prompts in peer-initiation interventions through visual feedback and correspondence training. Journal of Special Education, 25(1), 26-43.
Parker, J. O., Rubin, K. H., Price, J. M. & DeRosier, M. E. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D.Cicchetti & D. J. Cohen(Eds.). Developmuntal psychopathology:Risk , disorder and adaptation(Vol.2, pp. 96-161). New York, NY: John Wiley & Sons, Inc.
Pearpoint, J. & Forest, M. (1992). Forward. In Stainback S. & Stainback W. (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students(pp xv -xviii). Baltimore, MA: Paul H. Brookes.
Peck, C.A. & Cooke, T. P. (1983). Benefits of mainstreaming at the early childhood level:How much can we expect?Analysis and Intervention in Developmental Disabilities, 3(1), 1-22.
Porter, R .H., Barbara R., Tremblay, A., Iaccobo, M. & Crawley,S. (1978). Social interacitons in heterogeneous groups of retarded and normally developing children:An observational study. In G. P. Sackett(Ed.) Observing behavior:Therapy and applications in mental retardation(Vol.1, pp. 311-328). Baltiomre, MA:University Park Press.
Price, J. M. & Dodge, K. A. (1989). Peers' Contributions to Children's Social Maladjustment. In T. J. Berndt & G. W. Ladd(Eds.), Peer Relationships in Child Development(pp.341-370). New York:John Wiley & Sons.
Quay, L. C. & Olga, S. J. (1984). Predictors of social acceptance in preschool children. Developmental Psychology, 20(5), 793-796.
Rubin, K. H., Bukowski,W., & Parker, J. G. (1997). Peer interactions, relationships and groups. In P. H. Mussin(Ed.), Handbook of Child Psychology,Vol4:Socialization, personality and social development(pp. 619-700). New York: Wiley.
Rule, S., Fiechtl, B. J., & Innocenti, M. S. (1990). Preparation for transition to mainstreamed post-preschool environment: Development of a survival skills curriculum. Topics in Early Childhood Special Education, 9(4), 78-90
Sainato, D. M., & Carta, J. J. (1992). Classroom influences on the Development of Social Competence in Young Children with Disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities:Issues and strategies for intervention(pp. 193-112). Baltimore, MA:Paul H. Brookes.
Sainato, D. M., & Lyon, S. R. (1989). Promoting successful mainstreaming transitions for handicapped preschool children. Journal of Early Intervention, 13(4),305-314.
Sameroff, A. J. (1983). Developmental systems:Contexts and evaluation. In P. H. Mussen(Gen. Ed.) & W. Kessen(Vol. Ed.). Handbook of Child Psychology,Vol 1:History, theory and methods(pp. 237-294). New York:Wiley.
Schlundt, D. G., & McFall, R. M. (1985). New directions in the assessment of social competence and social skills. In L. Labate & M. Milan(Eds.), Handbook of social skills training and research(pp. 22-49). New York, NY: Wiley.
Sebba , J. & Ainscow, M (1996). International Developments in inclusive schooling:mapping the issues. Cambridge Journal of Education, 26(1), 5-18.
Shaffer, D. R. (1994). Social and Personality Development. Pacific Grove, CA:Brooks/Cole Publishing Co.
Shores, R. E. , Hester, P., & Strain, P. S. (1976). The effects of amount and type of teacher-child interaction on child-child interaction during free-play. Psychology in the Schols, 13(2), 171-175.
Sinclair, E., Del'Homme, M. & Gonzalez, M. (1993). Systematic screening for preschool behavioral disorders. Behavioral Disorders, 18(3), 177-188.
Skellenger, A. C., Hill, M. & Hill, E. (1992). The social functioning of Children with visual impairments. In S. L. Odom, S. R. McConnell, M. A. McEvoy(Eds.), Social competence of young children with disabilities:Issues and strategies for intervention(pp. 165-188). Baltimore, MA:Paul H. Brookes.
Stainback, W. & Stainback, S.(1984). A rationale for the merger of special and regular education. Exceptional Children, 51(2),102-111.
Stainback,W. & Stainback, S., & Wilkinson A. (1992). Encouraging peer supports and friendships. Teaching Exceptional Children, 25, 6-11.
Strain, P. S. (1984). Social behavior patterns of nonhandicapped and developmentally disabled friend pairs in mainstream preschools. Analysis and Intervention in Developmental Disabilities, 4(1), 15-28.
Strain, P. S. (1985). Social and nonsocial determinants of handicapped preschool children's social competence. Topics in Early Childhood Special Education, 4(4), 47-59.
Strain, P. S., & Odom, S. L. (1986). Peer social initiatives:Effective intervenetion for social skill development of exceptional children. Exceptional Children, 52(6), 543-551.
Strully, J., & Strully, C. (1985). Friendship and our children. Journal of the Association for Persons with Severe Handicaps, 10(4), 224-227.
Walker, H. M. (1985). Teacher social behavior standards and expectations as determinants of classroom ecology, teacher behavior, and child outcomes. (ERIC Document Reproduction Service No ED254925).
Walker, H. M., Irvin, L. K., Noell, J. & Singer, G. H. (1993). A construct score approach to the assessment of social competence: Rationale, technological considerations, and anticipated outcomes. Behavior modification, 16(4), 448-474.
Walker, H. M. & Rankin, R. (1983). Assessing the behavioral expectations and demands of less restrictive settings. School Psychology Review, 12(3), 274-284.
Walker, H. M., Severson, H. H., Todis, B. J., Block-Pedego, A. E., Williams, G. J., & Haring, N. G. (1990). Systematic screening for Behavior disorders(SSBD):Further validation, replicaation and normative data. Remedial and Special Education, 11(2), 32-46.
Wenar, C. (1994). Developmental Psychopathology: From infancy through adolescence(3rd ed.). New York: McGraw-Hill, Inc.
Williams, S. L., Walker, H. M., Holmes, D., Todis, B., & Fabre, T. R. (1989). Social validation of autistic social skills by teacher and student. Remedial and Special Education, 10(4), 18-27.