Social Competence of Young Children: Risk, Disability, & Intervention / Edition 2

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Overview


Increasing positive peer interaction can reduce future social competence problems, but how can you ensure that children with developmental difficulties are given a chance to cultivate the social relationships they need?

For your work with children from birth to age 5 who are at risk for or who have been identified with social competence difficulties, now one succinct resource puts the latest research and effective strategies right at your fingertips. From well-known and respected experts in the field, this volume helps pre- and inservice early childhood general and special educators

  • Gain a deep and thorough foundation for understanding social competence
  • Examine key influences on social developmentmdash;family, culture, classroom, and friendships
  • Pinpoint strategies for social interaction interventions specific to different populations—including children with disabilities and delays, and children living in poverty
  • Understand the effects of autism, behavioral disorders, communication and language disorders, and severe disabilities on peer interactions and relationships

With the most current research-based assessment and intervention strategies detailed, you'll choose well-matched and effective peer interaction interventions—classroom, naturalistic, or explicit—to suit specific children's needs.Help young children learn the art of forming strong social relationships that can improve their future academic success—and their lives.

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Editorial Reviews

Mary Louise Hemmeter

"Successfully translates research findings into practical strategies that early childhood professionals can use in their daily interactions with young children and their families."

Associate Professor, Educational Leadership Studies, College of Education, Director of Early Childhood, Human Developmen - Beth Rous

"Packed with valuable information . . . a must have resource for all those who recognize the critical role of building social competence in young children."

Professor & Division Director, Department of Child and Family Studies, Louis de la Parte Florida Mental Health Institute - Lise Fox

"An authoritative review of the science, issues, and interventions related to the promotion of young children's social competence . . . an essential resource for researchers and professionals."

Assistant Professor, Educational Psychology, Early Childhood and Family Studies Program, University of Washington - Gail E. Joseph

"A comprehensive handbook of social competence . . . will be essential reading for researchers and practitioners alike."

Advance for Speech-Language Pathologists & Audiologists

"For the professional who wants to approach social competence at an in-depth level and with a thorough understanding of the implications and factors involved, this book is an excellent resource."

From the Publisher

"For the professional who wants to approach social competence at an in-depth level and with a thorough understanding of the implications and factors involved, this book is an excellent resource."

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Product Details

  • ISBN-13: 9781557669230
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2007
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 341
  • Sales rank: 1,026,803
  • Product dimensions: 6.80 (w) x 10.00 (h) x 0.80 (d)

Meet the Author

Dr. Brown joined thefaculty at the University of South Carolina (USC) in 1995, and, in addition to hiswork in the Department of Educational Studies in the College of Education, he isa member of the USC Research Consortium on Children and Families.

Dr. Buysse is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. In addition to directing a program of research on Recognition & Response, a model of response to intervention for prekindergarten, her research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverselearners—those who have disabilities, who have learning difficulties, or who are dual language learners.

Howard Goldstein, Ph.D., is Professor in and Chair of the Communication Disorders Department at Florida State University. His graduate training reflected an interdisciplinary perspective, melding communicative disorders, developmental psychology, and mental retardation research. He teaches courses in clinical methods, communication development, child language disorders, research strategies and tactics, and developmental disabilities. Dr. Goldstein has been involved in research and the education of children with developmental disabilities for the past 30 years. His work has focused on early intervention and the development of instructional approaches for teaching generalized language and social skills to children with severe disabilities. He also has worked with numerous school districts and health care agencies on a number of projects and research grants, including the development of in-service training initiatives, clinical research and development, and a distance education graduate training program. He is an American Speech-Language-Hearing Association fellow and a certified speech-language pathologist and has extensive expertise in training and supervising master's and doctoral students in communication sciences and disorders.

Marci J. Hanson, Ph.D., is Professor in the Department of Special Educationat San Francisco State University (SFSU). At SFSU, Dr. Hanson is activelyengaged in teaching, research, and service related to young childrenand their families. In addition to these responsibilities, she directs the SFSU joint doctoral program in special education with the University ofCalifornia, Berkeley, and codirects the early childhood special educationgraduate program. She is a consultant with the child and adolescent developmentfaculty of the Marian Wright Edelman Institute for the Study ofChildren, Youth, and Families at SFSU and with San Francisco Head Start.

Scott R. McConnell, Ph.D., is Director of Community Engagement, Center for EarlyEducation and Development, and Professor, Department of Educational Psychology,University of Minnesota

Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington.

Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has serv

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Table of Contents


About the Editors     vii
Contributors     xi
Preface     xv
Acknowledgments     xvii
Nature and Development of Young Children's Emerging Peer-Related Social Competence
Social Competence of Young Children: Conceptualization, Assessment, and Influences   Samuel L. Odom   Scott R. McConnell   William H. Brown     3
Family Roles in Young Children's Emerging Peer-Related Social Competence   Jeanette A. McCollum   Michaelene M. Ostrosky     31
Cultural Influences on Young Children's Social Competence   Marci J. Hanson   Tanya SooHoo     61
Friendships in Early Childhood: Implications for Early Education and Intervention   Virginia Buysse   Barbara Davis Goldman   Tracey West   Heidi Hollingsworth     77
Classroom Influences on Young Children's Emerging Social Competence   Diane M. Sainato   Sunhwa Jung   Mary D. Salmon   Judah B. Axe     99
The Critical Nature of Young Children's Emerging Peer-Related Social Competence for Transition to School   Kristen N. Missal   Robin L. Hojnoski     117
Strategies and Tactics for Peer-Related Social Competence Assessment and Intervention
Peer Interaction Interventions for Preschool Children with DevelopmentalDifficulties   William H. Brown   Samuel L. Odom   Scott R. McConnell   Jeanna M. Rathel     141
Promoting Young Children's Social Competence in Early Childhood Programs   Karen E. Diamond   Soo-Young Hong   Alison E. Baroody     165
Strengthening Social and Emotional Competence in Young Children Who Are Socioeconomically Disadvantaged: Preschool and Kindergarten School-Based Curricula   Carolyn Webster-Stratton   M. Jamila Reid     185
Social Competence Interventions for Young Children with Challenging Behaviors   Maureen A. Conroy   William H. Brown   Melissa L. Olive     205
Social Competence Interventions for Young Children with Communication and Language Disorders   Naomi Schneider   Howard Goldstein     233
Social Competence Interventions for Young Children with Autism   Phillip S. Strain   Ilene S. Schwartz   Edward H. Bovey II     253
Social Competence Interventions for Young Children with Severe Disabilities   Erik Drasgow   K. Alisa Lowrey   Yasemin Turan   James W. Halle   Hedda Meadan     273
Competent Families, Competent Children: Family-Based Interventions to Promote Social Competence in Young Children   Susan M. Sheridan   Lisa L. Knoche   Christine A. Marvin     301
Placing Children "At Promise": Future Directions for Promoting Social Competence   Gary N. Siperstein   Paddy C. Favazza     321
Index     333
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