Strain / Guralnick / Walker Children's Social Behavior

Development, Assessment, and Modification
1. Auflage 2013
ISBN: 978-1-4832-6445-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 473 Seiten, Web PDF

Children's Social Behavior: Development, Assessment, and Modification presents the principal aspects of social developmental study of children; assessment methodology and techniques; and changes in the behavioral targets of intervention and in the nature of interventions. The articles in the book deal with various subjects related to the study of children's social behavior. Topics discussed include the interdependence and interplay between biological and social forces on the child's developing social repertoire; causative factors that influence peer interaction deficits; sociometric procedures and direct observation assessment methods; and issues associated with target behavior selection and the selection of intervention tactics. Psychologists, educators, ethologists, anthropologists, psychiatrists, and sociologists will find the book invaluable.

Autoren/Hrsg.

Strain, Phillip S.

Guralnick, Michael J.

Walker, Hill M.

Inhaltsverzeichnis

1;Front Cover;1
2;Children's Social Behavior: Development, Assessment, and Modification;4
3;Copyright Page;5
4;Table of Contents;6
5;CONTRIBUTORS;10
6;PREFACE;12
7;PART I: DEVELOPMENT OF CHILDREN'S SOCIAL BEHAVIOR;16
7.1;CHAPTER 1. A Contemporary Perspective on Social Development;18
7.1.1;INTRODUCTION;18
7.1.2;SOME COMMENTS ON HISTORY;20
7.1.3;HOW INTERACTIONS DEVELOP AND FUNCTION;23
7.1.4;DEVELOPMENT AND CHANGE;25
7.1.5;ORGANIZATION OF SOCIAL PATTERNS;46
7.1.6;INTERPERSONAL BIAS;49
7.1.7;SOCIAL INERTIA: THE CONSERVATION OF SOCIAL PATTERNS;52
7.1.8;DIRECTION AND CONTROL;56
7.1.9;CONCLUDING COMMENTS;58
7.1.10;REFERENCES;60
7.2;CHAPTER 2. "A Chip off the Old Block": Some Interpersonal Characteristics of Coercive Children across Generations;64
7.2.1;INTRODUCTION;64
7.2.2;CROSS-GENERATIONAL CONTINUITIES: AN OVERVIEW OF THE LITERATURE;65
7.2.3;ACCOUNTING FOR CROSS-GENERATIONAL CONTINUITIES;72
7.2.4;DEVELOPMENT OF THE MATCHING PROCESS;83
7.2.5;NEW DIRECTIONS;98
7.2.6;REFERENCES;99
7.3;CHAPTER 3. The Peer Relations of Young Handicapped and Nonhandicapped Children;108
7.3.1;INTRODUCTION;108
7.3.2;DEVELOPMENT OF PEER INTERACTIONS OF NONHANDICAPPED CHILDREN;111
7.3.3;THE PEER RELATIONS OF YOUNG HANDICAPPED CHILDREN;127
7.3.4;PEER INTERACTIONS IN MAINSTREAMED SETTINGS;135
7.3.5;A FRAMEWORK FOR ASSESSMENT AND TREATMENT;142
7.3.6;SUMMARY AND CONCLUSIONS;145
7.3.7;REFERENCES;146
8;PART II: ASSESSMENT OF CHILDREN'S SOCIAL BEHAVIOR;156
8.1;CHAPTER 4. Conceptual Issues in the Assessment of Social Competencein Children;158
8.1.1;INTRODUCTION;158
8.1.2;SOCIAL SKILL AS A BEHAVIORAL CONSTRUCT;159
8.1.3;SOCIAL COMPETENCE VERSUS SOCIAL SKILL;160
8.1.4;DEFINITIONS OF SOCIAL SKILL;164
8.1.5;CONCEPTUALIZATION OF SOCIAL SKILL PROBLEMS;166
8.1.6;METHODS OF SOCIAL SKILL ASSESSMENT;170
8.1.7;ASSESSMENT FOR INTERVENTION-THERAPY;178
8.1.8;SOCIAL VALIDITY: CONCEPTUAL ISSUES;180
8.1.9;CONCLUSIONS AND FUTURE RESEARCH NEEDS;185
8.1.10;REFERENCES;188
9;CHAPTER 5. Naturalistic Observations of Children's Social Behavior;196
9.1;INTRODUCTION;196
9.2;METHODS OF OBSERVATION;199
9.3;METHODOLOGICAL AND CONCEPTUAL ISSUES;213
9.4;CONCLUSIONS;220
9.5;REFERENCES;221
10;CHAPTER 6. Sociometrics: Peer-Referenced Measures and the Assessment of Social Competence;230
10.1;INTRODUCTION;230
10.2;SOCIOMETRICS AND SOCIAL COMPETENCE: DEFINITIONS AND COMMONLY EMPLOYED RATIONALES;232
10.3;METHODOLOGY;242
10.4;CORRELATES OF SOCIOMETRIC MEASURES;262
10.5;RELATIONSHIP OF SOCIOMETRIC MEASURES TO OTHER MEASURES OF SOCIAL COMPETENCE;272
10.6;SOCIOMETRICS AND THE ASSESSMENT OF SOCIAL COMPETENCE;283
10.7;REFERENCES;291
11;PART III: MODIFICATION OF CHILDREN'S SOCIAL BEHAVIOR;300
11.1;CHAPTER 7. Social and Language Skills for Preventive Mental Health: What, How, Who, and When;302
11.1.1;INTRODUCTION;302
11.1.2;QUESTION 1: WHAT GOALS SHOULD TAKE PRIORITY?;303
11.1.3;QUESTION 2: HOW MAY ONE MOST EFFECTIVELY PROMOTE THE AFOREMENTIONED SKILLS?;313
11.1.4;QUESTION 3: WHO SHOULD BE THE CHANGE AGENTS WHO IMPLEMENT THESE METHODS IN THE SERVICE OF THESE GOALS?;325
11.1.5;QUESTION 4: WHEN SHOULD PREVENTIVE INTERVENTION BEST BE BEGUN?;330
11.1.6;CONCLUSIONS;337
11.1.7;REFERENCES;338
11.2;CHAPTER 8. Modification of Children's Prosocial Behavior;346
11.2.1;INTRODUCTION;346
11.2.2;METHODS OF PROMOTING PROSOCIAL BEHAVIOR;349
11.2.3;PRAGMATIC ASPECTS OF TRAINING;368
11.2.4;UNTESTED INNOVATIONS;374
11.2.5;FINAL CONSIDERATIONS;377
11.2.6;REFERENCES;382
11.3;CHAPTER 9. Social Skills Training with Children: Research and Clinical Application;388
11.3.1;INTRODUCTION;388
11.3.2;DEFINITIONS OF SOCIAL SKILLS;389
11.3.3;SOCIAL-SKILLS TRAINING METHODS;394
11.3.4;INTERPERSONAL COGNITIVE PROBLEM-SOLVING (ICPS);401
11.3.5;SUMMARY;407
11.3.6;CONCLUSION;412
11.3.7;GENERALIZATION PROGRAMMING;413
11.3.8;REFERENCES;417
11.4;CHAPTER 10. Programming the Generalization of Children's Social Behavior;422
11.4.1;INTRODUCTION;422
11.4.2;A CASE STUDY IN GENERALIZATION;423
11.4.3;THE CONCEPT OF GENERALIZATION;428
11.4.4;GENERALIZATION OF CHILDREN'SSOCIAL BEHAVIOR;433
11.4.5;CONCLUSION;452
11.4.6;REFERENCES;455
12;INDEX;460