Strategies teachers can use to teach parents to teach their children to be prosocial are described. These strategies include teaching incidentally, performing social skills autopsies, coaching emotions, and assigning homework. Issues to be considered when working with parents and children from culturally and linguistically diverse backgrounds are addressed. We propose that by having parents as partners in the instructional process, students will better generalize prosocial skills across situations, settings, and individuals.
Get full access to this article
View all access options for this article.
References
1.
Armstrong, S.W., & McPherson, A. (1991). Homework as a critical component in social skills instruction. Teaching Exceptional Children, 24, 45-47.
2.
Baumgartner, D., Bryan, T., Donahue, M., & Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades. Exceptionality, 4, 177-185.
3.
Bender, W.N., & Wall, M.E. (1994). Social-emotional development of students with learning disabilities. Learning Disability Quarterly, 17, 323-341.
4.
Brown, W.H., McEvoy, M.A., & Bishop, N. (1991). Incidental teaching of social behaviors: A naturalistic approach for promoting young children's peer interactions. Teaching Exceptional Children, 24, 35-38.
Carey, S.P., & Stoner, G. (1994). Contextual considerations in social skills instruction . School Psycbology Quarterly.9, 137-141.
9.
Cartledge, G., & Kleefeld, J. (1989). Teaching social communication skills to elementary school students with handicaps. Teaching Exceptional Children , 22, 14-17.
10.
Cartledge, G., Lee, J.W., & Feng, H. (1997). Cultural Diversity: Multieultural factors in teaching social skills. In G. Cartledge & J. F. Milburn, Teaching social skills to children and youth: Innovative approaches (3rd ed.), pp. 328-355. Boston: Allyn & Bacon.
11.
Cartledge, G., & Milburn, J.E. (1995). Teaching social skills to children and youtb: Innovative approacbes (3rd ed.). Boston: Allyn & Bacon.
12.
Cartledge, G., & Milburn, J.F. (1997). Cultural diversity and social skills instruction . Champaign, IL: Research Press .
13.
Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91.
14.
Duke, M.P., Nowicki, S., Jr., &. Martin, E.A. (1996). Teaching your child the language of social success . Atlanta, GA: Peachtree.
15.
DuPaul, G.J., & Eckert, T.L. (1994). The effects of social skills currieula: Now you see them, now you don't. School Psychology Quarterly, 9, 113-132.
16.
Dygdon, J.A. (1993). The culture and lifestyle-appropriate social skills intervention curriculum: A program for socially valid social skills training . Brandon, VT: Clinical Psychology Publishing.
17.
D'Zurilla, T.J., & Goldfried, M.R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107-126.
Frederick. B. P., & Olmi, D.J. (1994). Children with attentiondefieit/hyperactivity disorder: A review of the literature on social skills defieits. Psychology in the Schools, 31, 288-296.
23.
Goldstein, A.P., & Me Ginnis, E. (1997). Skillstreaming the adolescent-revused. Champaign, IL: Research Press.
24.
Goleman, D.L. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantain Books .
25.
Goleman, D.L. (1998). Working with cinotional intelligence. New York: Bantain Books.
26.
Gottinan, J. (1997). Raising an emotionally intellingent cbild:The beart of parenting. New York: Simon & Schuster.
27.
Gresham. F. M. (1981). Assessment of children's soccial skills. Fournal of School Psychology. 19.120-133.
28.
Gresham, F.M. (1998). Social skills training: Should we raze, remodel, or rebuild?Behavioral Disorders. 24(1). 19. 25.
29.
Haynes, N.M., & Cotner, J.P. (1996). Integrating schools. families. and communities through successful school reform. School Psycbology Revieu , 15, 501506.
30.
Hazel, J.S., Sehumaker, J.B., Sherman, J.A., & Sheldon, J. (1995). AEEET: A social skills program for adolessents . Champaign, IL: Re search Press .
31.
Heller, H.W., Spooner. F., Anderson. D., & Mims, A. (1988). Homework: A review of special education classroom practices in the Southeast. Teacher Education and Special Education. H, 43-51.
32.
Individuals with Disabilities Edueation Aet Amendment of 1997. U.S.C. § 1+00 et seq.
33.
Kavale, K.A., & Forness, S.R. (1996). Social skills defieits and learning disabilities: A meta-analysis. Journal of Learning Disabilities. 29. 226-237.
34.
Lavoie, R. (Producer). (1994). Learning disabilities and vocal skills with Richard Lavote: Last one paked ... first one paked on. Washington, DC: WETA.
35.
Lloyd, J.W., Forness, S.R., & Kavale, K.A. (1998). Some methods are more effective than others. intervntion m School and Clmic, 33. 195-200.
36.
Margalit, M. (1998). Social skills and dassroom behavior among adolescents with mild mental retardation. American Journal on Mental Retardation , 97, 685691.
37.
Mathur, S.R., & Rutherford, R.B. (1996). Is social skills training effective for students with emotional or behavioral disorders? Research issues and needs. Bebavuoral Disorders, 22, 21-28.
38.
McGinnis, E., & Goldstein, A.P. (1990). Skillstreaming in early child hood. Champaign, IL: Research Press.
39.
MeGinnis, E., & Goldstein, A.P. (1997).Skillstreaming the elementary school child-Revised edition. Champaign, IL: Research Press.
40.
Mchrabian, A. (1987). Silent messages. Belmont, CA : Wadsworth.
41.
Miller, D.L., & Kelley, M.L. (1991). Interventions for improving homework performance: A critical review. School Psychology Quarterly, 6, 174-185.
42.
Moore, L.A. (1994). The effects of social skills curricula: Were they apparent initially?School Psychology Quarterly, 9. 133-136.
43.
Olympia, D.E., Sheridan. S. M., & Jenson, W. (1994). Homework: A natural means of home school collabormon . School Psychology Quarterly, 9, 60-80.
44.
Polloway, E.A., Foley, R.M., & Epstein, M.H. (1992). A comparison of the homework problems of students with learning disabilities and nonhandicapped students. Learning Disabilities Practice, 7. 203209.
45.
Richardson, R.C. (1996). Connecting with others: Lessons for teaching social and emotional competence. grades K-2. Champaign, IL: Research Press.
46.
Richardson. R. C. (1996). Connecting with others: Lessons for teaching social and emotional competence, grades 35. Champaign, IL: Research Press.
47.
Richardson, R.C., & Evans, E.T. (1997), Connecting with others: Lessons for teaching social and emotional competence. grades 6-8. Champaign, IL: Research Press.
48.
Rivera, B.D., & Rogers-Adkinson, D. (1997). Culturally sensitive interventions: Social skills training with children and parents from culturally and linguistically diverse backgrounds. Intervention in School and Clnin. 33, 7580.
Schulze, K.A., Rule,S., , & Innocenti, M.S. (1989). Comeidental teaching Parents promoting social skills at home. Teaching Exceptional Cbildren , 21, 24-27.
51.
Schuniaker, J.B., & Ellis, E.S. (1982). Social skills training of L D ado leseents: A generalization study. Learning Disability Qnarterly, 5, 409414.
52.
Schuinaker, J.B., Hazel, J.S., & Pederson, C.S. (1988). Social skills for daily living. Cirele Pines, MN: American Guidance Service.
53.
Stephens. T. M. (1992). Social skills in the classroom (2nd ed.). Odessa, FL: Psychological Assessment Resources.
54.
Stokes, T.E., & Baer, D.M. (1977). An implieit technology of generalization. Joural of Applied BebaviorAnalysis. 10, 349367.
55.
Strain, P.S., & Odom, S.L. (1986). Peer social initiations: Effeective in tervention for social skills development of exceptional children. Exceptional Cbildren, 52, 543-51.
56.
Swanson, H.L., & Malone, S. (1992). Social skills and learning disabilities: A meta-analysis of the literature. School Psychology Review, 21. 427-443.
57.
U.S. Department of Educatiion (1996). Eighteenth annual report to Congress on the implementation of The Individuals with Disabilities Education Aet. Washingto. DC: Author.
58.
Vernon, A. ( 1989). Thinking, feeling, behaving: An emotional education curriculum for children, grades 1-6. Champaign, IL: Rescarch Press.
59.
Vernon, A. (1989). Thinking feeling, behaving: An emotional education curriculum for adolescents, grades 7-12. Champaign, IL : Research Press.
60.
Wahler, R.G. (1976). Deviant child behavior within the family: Development of speculations and behavior change strategies. In H. E. Leitenberg (Eds.), Handbook of bebavior modification and behavior therapy (pp. 516 543). Englewood Cliffs, NJ: Prentice Hall.
61.
Walberg, H.J., Paschal, R.A., & Weinstein, T. (1985). Homework's powerful effects on learning. Educational Leadership, 47(7), 76-79.
62.
Walker, H.M., Todis, B., Holmes, D., & Horton, G. (1988). The ACCESS program: Adolessent curriculum for communication and effective social skills. Austin, TX: PRO-ED.
