Social Interaction Training for Preschool Children with Behavioral Disorders

Publisher Website
Google Scholar
Abstract
The importance of early peer interaction for the development of positive outcomes on adult life adjustment measures has been well documented. Children who do not engage in social interaction, or do so at a depressed rate, do not have access to this avenue for skill development. The purpose of this article is to provide an illustrative review of the most recent advances in social interaction research for children who exhibit a wide range of behavioral disorders. Specifically, teacher-mediated, peermediated, and interpersonal problem-solving approaches to promoting social interaction are presented. In addition, factors which affect social interaction training such as type of activities, presence of socially competent peers, and subject characteristics are discussed. Finally, suggestions for further research are advanced.