AchenbachT.M., & EdelbrockC.S. (1983). The Child Behavior Checklist. Unpublished manuscript available from T.M. Achenbach, Department of Psychiatry, University of Vermont, One South Prospect Street, Burlington, VT 05401.
2.
BaileyD.B., & SimeonssonR.J. (1985). A functional model of social competence. Topics in Early Childhood Special Education, 4, 20–31.
3.
BursuckW.D., & AsherS.R. (1986). The relationship between social competence and achievement in elementary school children. Journal of Clinical Child Psychology, 15, 41–49.
4.
CongerJ.C., & KeaneS.P. (1981). Social skills intervention in the treatment of isolated or withdrawn children. Psychological Bulletin, 50, 478–495.
5.
EisenbergN., & HarrisJ.D. (1984). Social competence: A developmental perspective. School Psychology Review, 13, 267–277.
GreshamF.M. (1981). Social skills training with handicapped children: A review. Review of Educational Research, 51, 139–176.
8.
GreshamF.M. (1986). Conceptual and definitional issues in the assessment of children's social skills: Implications for classification and thinking. Journal of Clinical Child Psychology, 15, 3–15.
9.
GreshamF.M., & BlackF.L. (1987). Teacher-rated social skills of mainstreamed mildly handicapped and nonhandicapped children. School Psychology Review, 16, 78–88.
10.
GreshamF.M., & ElliottS.N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292–301.
11.
GreshamF.M., & ElliottS.N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. Journal of Special Education, 21, 167–181.
12.
GreshamF.M., & ElliottS.N. (1990). Social Skills Rating System.Circle Pines, MN: American Guidance Service.
13.
GreshamF.M., & ReschlyD.J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology, 25, 367–381.
14.
GuralnickM.J. (1989). Social competence as a future direction for early intervention programmes. Journal of Mental Deficiency Research, 33, 275–281.
HollingerJ.D. (1987). Social skills for behaviorally disordered children as preparation for mainstreaming: Theory, practice, and new directions. Remedial and Special Education, 8, 17–27.
17.
MaagJ.W. (1989). Assessment in social skills training: Methodological and conceptual issues for research and practice. Remedial and Special Education, 10, 6–17.
18.
OdomS.L., & McConnellS.R. (1985). A performance-based conceptualization of social competence of handicapped preschool children: Implications for assessment. Topics in Early Childhood Special Education, 4, 1–19.
19.
PetersonN.J., & MoeG.L. (1984). A multidimensional assessment and intervention with a socially rejected child. School Psychology Review, 13, 391–396.
20.
RathjenD.P. (1984). Social skills training for children: Innovations and consumer guidelines. School Psychology Review, 13, 302–310.
21.
ReschlyD.J. (1982). Assessing mild mental retardation: The influence of adaptive behavior, sociocultural status, and prospects for nonbiased assessment. In ReynoldsC.R. & GutkinT.B. (Eds.), The handbook of school psychology (pp. 209–242). New York: Wiley Interscience.
22.
SalviaJ., & YsseldykeJ. (1985). Assessment in special and remedial education (3rd ed.). Boston: Houghton Mifflin.
23.
StrainP.S., OdomS.L., & McConnellS. (1984). Promoting social reciprocity of exceptional children: Identification, target behavior selection, and intervention. Remedial and Special Education, 5, 21–28.
24.
TanakaJ.S., & WestermanM.A. (1988). Common dimensions in the assessment of competence in school-aged girls. Journal of Educational Psychology, 80, 579–584.
25.
WalkerH.M., & McConnellS.R. (1988). Walker-McConnell Scale of Social Competence and School Adjustment.Austin, TX: Pro-Ed.
26.
WilliamsS.L., WalkerH.M., HolmesD., TodisB., & FabreT.R. (1989). Social validation of adolescent social skills by teachers and students. Remedial and Special Education, 10, 18–27.