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

by William H. Brown, Scott R. McConnell, Samuel L. Odom

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 development—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.

Product Details

ISBN-13:	9781557669230
Publisher:	Brookes, Paul H. Publishing Company
Publication date:	11/01/2007
Edition description:	New Edition
Pages:	341
Product dimensions:	7.00(w) x 10.00(h) x 0.80(d)

About the Author

Dr. Brown joined the faculty at the University of South Carolina (USC) in 1995, and, in addition to his work in the Department of Educational Studies in the College of Education, he is a member of the USC Research Consortium on Children and Families.

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 served as the co-editor of five books on early childhood special education. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007.

Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success.

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

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 diverse learners—those who have disabilities, who have learning difficulties, or who are dual language learners.

Dr. Paddy C. Favazza has a background and research focus in the areas of: the social inclusion, attitude development, and social and motor development with particular interest in curriculum development related to inclusion and motor development and, the use of motor skill programs for young children with disabilities as a vehicle for inclusion within the family, school and community in developing nations in a global context. Professor Favazza is a former teacher of young children with disabilities, an advocate for the rights and dignity of all children; committed to ensuring that curriculum and strategies used in early childhood have sound theoretical underpinnings, represent evidenced based practice, engage families and are culturally responsive.

Howard Goldstein, Ph.D., CCC-SLP, is a nationally known scholar in the field of child language intervention research and the author of two books and more than 100 scholarly articles. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for language and reading disabilities. A certified speech-language pathologist and former ASHA Vice President for Science and Research, Dr. Goldstein is currently Associate Dean of Research and Professor of Communication Sciences and Disorders in the College of Behavioral and Community Sciences at University of South Florida in Tampa.

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

Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.

Ilene S. Schwartz, Ph.D. is Professor at the University of Washington in the area of special education. Dr. Schwartz has an extensive background working with young children with special needs, specifically with young children with autism and other disabilities. Dr. Schwartz is the Director of the Haring Center for Research and Training in Inclusive Education at the University of Washington. Dr. Schwartz is the faculty advisor for the inclusive preschool and kindergarten programs at the Experimental Education Unit at the University of Washington, where she maintains an active line of research and personnel preparation activities. Dr. Schwartz is Principal Investigator of several projects, including a model demonstration project to develop school-based services for young children with autism, a research project to assess the differential effectiveness of preschool programs for young children with autism, and a personnel preparation program for early childhood education teachers who work with children with severe disabilities in inclusive settings. Dr. Schwartz has published numerous chapters and articles about early childhood education and social validity. She serves on the editorial review boards of the Journal of Early Intervention and Topics in Early Childhood Special Education.

Gary N. Siperstein, Ph.D., is Founder and Director of the Center for Social Development and Education (CSDE) at the University of Massachusetts Boston. CSDE is a research and training institute focused on improving the social and academic adjustment of children with learning problems who are at risk for academic and social failure. For more than 20 years, CSDE has been gathering data on the social functioning of children with special needs. A professor at the University of Massachusetts Boston since 1976, Dr. Siperstein received his doctorate at the Ferkauf Graduate School of Psychology, Yeshiva University. He has published approximately 100 articles, chapters, and books on the social relationships and social development of children with disabilities. He has served as associate editor and editor of national journals and has received more than 20 research grants from federal agencies, including the National Institute of Child Health and Human Development (NICHD) and the U.S. Department of Education. Dr. Siperstein received the prestigious Merit Award from NICHD for his work on the social aspects of mental retardation. Enhancing the social competence of children with disabilities in inclusive educational settings has been the focus of his most recent projects. Dr. Siperstein is presently President-Elect of the Division for Research of the Council for Exceptional Children (CEC).

Phillip Strain, Ph.D., Professor, School of Education and Human Development, University of Colorado at Denver, 1380 Lawrence Street, Suite 650, Denver, Colorado 80204-2076

Dr. Strain is a professor of Educational Psychology and Psychiatry at the University of Colorado at Denver. He is the author of more than 250 scientific papers and he serves on the editorial boards of more than a dozen professional journals. Dr. Strain has worked in the field of early intervention since 1974, and he serves as a science advisor to the Institute of Medicine, the National Institute of Mental Health, and the U.S. Department of Education. His primary research interests include intervention for young children with early-onset conduct disorders; remediation of social behavior deficits in young children with autism; design and delivery of community-based, comprehensive early intervention for children with autism; and analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders.

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

Editorial Reviews

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

Mary Louise Hemmeter

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

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

"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."

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

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

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

"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."

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