The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.
Get full access to this article
View all access options for this article.
References
1.
AbramsJ. C., & KaslowF.Family systems and the learning disabled child: Intervention and treatment. Journal of Learning Disabilities, 1977, 10, 86–90.
2.
Agency for Instructional Television. Catalogue of television and audiovisual materials.Bloomington IN: Agency for Instructional Television, 1980.
3.
AllenG. J.ChinskyJ. M.LarcenS. W.LochmanJ. E., & SelingerH. V.Community psychology and the schools: A behaviorally oriented multi-level preventive approach.Hillsdale NJ: Erlbaum, 1976.
4.
BenskyJ. M.Differential effectiveness of a social problem solving curriculum with regular and special education children. Unpublished Doctoral Dissertation, University of Connecticut, 1978.
5.
BowerE. M.Education as a humanizing process and its relationship to other humanizing processes. In GolannS. E. & EisdorferG. (Eds.), Handbook of community mental health.New York: Appleton-Century-Crofts, 1972.
6.
BronfenbrennerU.Contexts of child rearing: Problems and prospects. American Psychologist, 1979, 34, 844–850.
7.
BrownL. L.Teacher strategies for managing classroom behaviors. In HammillD. D. & BartelN. R. (Eds.), Teaching children with learning and behavior problems (2nd ed.). Boston: Allyn & Bacon, 1978.
8.
BryanT., & PearlR.Self concepts and locus of control of learning disabled children. Journal of Clinical Child Psychology, 1979, 8, 223–226.
9.
EliasM. J.Affective television in the special education environment: The use of “Inside/Out” with learning disabled and emotionally handicapped boys.Bloomington IN: Agency for Instructional Television, 1978.
10.
EliasM. J.Developing instructional strategies for television-based preventive mental health curricula in elementary school settings. Unpublished Doctoral Dissertation, University of Connecticut, 1980.
11.
EliasM. J.A guide to developing television-based, prosocial programs for emotionally disturbed children in mainstreamed or special class settings. In BaskinB. & HarrisK. (Eds.). The special child in the library (2nd ed.). New York: American Library Association, in press.
12.
EliasM. J.BenskyJ. M., & LarcenS. W.Problem solve it! A training manual for educators, parents, and other persons working with children, (in preparation).
13.
EliasM. J., & SalvadorC. A.Using “Inside/Out” as an affective education and social problem solving thinking program (rev. ed.). New Brunswick NJ: Rutgers University, 1980.
GagnéR. M.Essentials of learning for instruction.Hinsdale IL: Dryden Press, 1975.
16.
GallagherJ. J.Organizational needs for special education. In ReynoldsM. C. (Ed.), Futures of exceptional students: Emerging structures.Reston VA: Council for Exceptional Children, 1978.
17.
GoldsteinA. P.SprafkinR. P.GershawN. J., & KleinP.Skillstreaming the adolescent.Champaign IL: Research Press, 1980.
18.
JonesR. L., & WildersonF. B.Mainstreaming and the minority child: An overview of issues and a perspective. In JonesR. L. (Ed.), Mainstreaming and the minority child.Reston VA: Council for Exceptional Children, 1976.
19.
KatzD., & KahnR. L.The social psychology of organizations.New York: Wiley, 1966.
20.
KauffmanJ. M.Where special education for disturbed children is going: A personal view. Exceptional Children, 1980, 46, 522–527.
21.
KavaleH., & HirshorenA.Public school and university teacher training programs for behavioral disordered children: Are they compatible?Behavioral Disorders, 1980, 5, 151–155.
22.
KneedlerR. D.The use of cognitive training to change social behaviors. Exceptional Education Quarterly, 1980, 1, 65–73.
23.
LeyserY., & GottliebJ.Improving the social status of rejected pupils. Exceptional Children, 1980, 46, 459–461.
RaiserL., & Van NagelC.The loophole in Public Law 94–142. Exceptional Children, 1980, 46, 516–520.
33.
RavlinM. M., & MorseW. G.A resource guide to affective/behavioral science education.Ann Arbor MI: Washtenaw County Community Mental Health Center, 1977.
34.
ReynoldsM. C.Introduction. In ReynoldsM. C. (Ed.), Futures of exceptional students: Emerging structures.Reston VA: Council for Exceptional Children, 1978.
35.
RotterJ. B.Generalized expectancies for problem solving and psychotherapy. Cognitive Research & Therapy, 1978, 2, 1–10.
SilverM., & GellerD.On the irrelevance of evil: The organization and individual action. Journal of Social Issues, 1978, 34, 125–136.
42.
SpivackG.PlattJ. J., & ShureM. B.The problem solving approach to adjustment.San Francisco: Jossey-Bass, 1976.
43.
TrickettE. J.KellyJ. G., & ToddD. M.The social environment of the high school: Guidelines for individual change and organizational redevelopment. In GolannS. & EisdorferC. (Eds.), Handbook of community mental health.New York: Appleton-Century-Crofts, 1972.
44.
UrbainE. S., & KendallP. C.Review of social-cognitive problem-solving interventions with children. Psychological Bulletin, 1980, 88, 109–143.
45.
WhelanR. J.The emotionally disturbed. In MeyenE. L. (Ed.), Exceptional children and youth: An introduction.Denver: Love, 1978.
