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EDSP 5670 AOP: Teaching Social Skills to Children and Youth with Disabilities

useful library information for EDSP 5670 AOP, Teaching Social Skills to Children and Youth with Disabilities

Required Readings for EDSP 5670

Module 1
Lynch, S. A., & Simpson, C. G. (2010). Social skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3.
Whitted, K. S. (2011). Understanding how social and emotional skill deficits contribute to school failure. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 10-16. doi:10.1080/10459880903286755
Salend, S. J., & Sylvestre, S. (2005).Understanding and addressing oppositional and defiant classroom behaviors. TEACHING Exceptional Children, 37(6), 32-39. doi:10.1177/004005990503700604 

Module 2
Kern, L., & Wehby, J. H. (2014). Using data to intensify behavioral interventions for individual students. Teaching Exceptional Children, 46(4), 45-53. doi:10.1177/0040059914522970

McClellan, D. E., Katz, L. G., & ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. (2001). Assessing young children's social competence. ERIC digest. ().ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois.

Goforth, A. N., Rennie, B. J., Hammond, J., & Schoffer Closson, J. K. (2016). Strategies for data collection in social skills group interventions: A case study. Intervention in School and Clinic, 51(3), 170-177. doi:10.1177/1053451215585806

Module 3
Gresham, F. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100-104. doi:10.1177/0741932514556183

King, A. M., & Fahsl, A. J. (2012). Supporting social competence in children who use augmentative and alternative communication. TEACHING Exceptional Children, 45(1), 42-49. doi:10.1177/004005991204500106

Ogilvie, C. R. (2011). Step by step: Social skills instruction for students with autism spectrum disorder using video models and peer mentors. TEACHING Exceptional Children, 43(6), 20-26. doi:10.1177/004005991104300602

Haggerty, N. K., Black, R. S., & Smith, G. J. (2005). Increasing self-managed coping skills through social stories and apron storytelling. TEACHING Exceptional Children, 37(4), 40-47. doi:10.1177/004005990503700406

McMahon, C. M., Vismara, L. A., & Solomon, M. (2013). Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(8), 1843-1856. doi:10.1007/s10803-012-1733-3

Jones, J. P., & Love, S. (2013). Living social: How to use social narratives as a behavior intervention. Journal on School Educational Technology, 8(3), 9.

Module 4
Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., . . . Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46(2), 51-59. doi:10.1177/004005991304600206

Hu, X., Zheng, Q., & Lee, G. T. (2018). Using peer-mediated LEGO® play intervention to improve social interactions for chinese children with autism in an inclusive setting. Journal of Autism and Developmental Disorders, 48(7), 2444-2457. doi:10.1007/s10803-018-3502-4

Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. TEACHING Exceptional Children, 43(2), 50-58. doi:10.1177/004005991004300205

Goforth, A. N., Rennie, B. J., Hammond, J., & Schoffer Closson, J. K. (2016). Strategies for data collection in social skills group interventions: A case study. Intervention in School and Clinic, 51(3), 170-177. doi:10.1177/1053451215585806

Sartini, E. C., Knight, V. F., & Collins, B. C. (2013). Ten guidelines to facilitate social groups for students with complex special needs. TEACHING Exceptional Children, 45(3), 54-62. doi:10.1177/004005991304500306

Module 5
DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2015). Efficacy of the social skills improvement system classwide intervention program (SSIS-CIP) primary version. School Psychology Quarterly, 30(1), 123-141. doi:10.1037/spq0000079

Koegel, R. L., Bradshaw, J. L., Ashbaugh, K., & Koegel, L. K. (2014). Improving question-asking initiations in young children with autism using pivotal response treatment. Journal of Autism and Developmental Disorders, 44(4), 816-827. doi:10.1007/s10803-013-1932-6

Whitcomb, S. A., & Merrell, K. W. (2012). Understanding implementation and effectiveness of strong start K-2 on social-emotional behavior. Early Childhood Education Journal, 40(1), 63-71. doi:10.1007/s10643-011-0490-9

Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of strong start pre-K. Early Childhood Education Journal, 40(3), 151-159. doi:10.1007/s10643-012-0507-z

 

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