From the Editors

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Douglas, H. B. , & Hoffman, H. (1978) Social-emotional development. In F. P. Connor , G. G. Williamson , & J. M. Siepp (Eds.), Program guide for infants and toddlers with neuromotor and other development disabilities (pp. 247–270). New York: Teachers College.

Eckerman, D. O. , Whatley, J. L. , & Kutz, S. L. (1975). Growth of social play with peers during the second year of life. Developmental Psychology, 11, 42–50.

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Fewell, R. (1982). Response to Fredericks et al. In E. Edgar , N. Haring , J. Jenkins , & C. Pions (Eds.), Mentally handicapped children: Education and training (pp. 201–203). Baltimore: University Park Press.

Fredericks, H. D. , Moore, M. G. , & Baldwin, V. L. (1982). The long-range effects of early childhood education on a trainable mentally retarded population. In E. Edgar , N. Haring , J. Jenkins , & C. Pions (Eds.), Mentally handicapped children: Education and training (pp. 172–199). Baltimore: University Park Press.

Gerwitz, J. (1961). A learning analysis of the effects of normal stimulation, privation, and deprivation on the acquisition of social motivation and attachment. In B. M. Foss (Ed.), Determinants of infant behavior. New York: Wiley.

Harlow, H. F. (1958). The nature of love. American Psychologist, 13, 673–685.

Horney, K. (1937). The neurotic personality of our time. New York: Norton.

Huston-Stein, A. , Friedrich-Cofer, L. , & Susman, E. S. (1977). The relationship of classroom structure to social behavior, imaginative play and self-regulation of economically disadvantaged children. Child Development, 48, 908–916.

Karnes, M. , McCoy, G. , Zehrback, R. , Wollersheim, V. , & Clarizio, H. (1962). The efficacy of two organizational plans for underachieving intellectually gifted children. Champaign, IL: Champaign Community Unified Schools.

Kinsman, C. A. , & Berk, L. E. (1979) Joining the block and housekeeping areas: Changes in play and social behavior. Young Children, 39, 66–75.

Odom, S. L. (1981). The relationship of play to developmental level in mentally retarded preschool children. Education and Training of the Mentally Retarded, 16, 136–141.

Odom, S. , & Strain, P. (1984). Classroom-based social skills instruction for severely handicapped preschool children. Topics in Early Childhood Special Education, 4(3), 97–116.

Neisworth, J. , Jones, R. , & Smith, R. (1978). Body-behavior problems: A conceptualization, Education and Training of the Mentally Retarded, 13(3), 265–271.

Quiltich, H. , & Risley, T. (1973). The effects of play material on social play, Journal of Applied Behavior Analysis, 6, 573–578.

Sears, R. R. (1963). Dependency motivation. In M. Jones (Ed.), Nebraska symposium on motivation (pp. 25–64). Lincoln: University of Nebraska Press.

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Strain, P. S. , Shores, R. E. , & Kerr, M. M. (1976). An experimental analysis of “spillover” effects on the social interaction of behaviorally handicapped preschool children. Journal of Behavior Analysis, 9, 31–40.

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Titus, R. (1979). Assessing the physical environment. In Evaluating educational environments (pp. 140–164). Columbus, OH: Charles E. Merrill.