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More on Social Interactions

by DB-LINK on Nov 30, 2004
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A number of excellent resources on Social Skills are not available online. The following is a list of some key resources.   If you would like help in locating items on the list or getting additional information, contact us via email at

The Effect of Peer Mediated Social Competency Training on the Type and Frequency of Social Contacts with Students with Deaf- Blindness/ Romer, Lyle T.; White, Jennifer; Haring, Norris G. 1996, Describes a single-subject design study in which three primary age peers were taught social interaction skills in order to enhance their ability to interact with three students with deaf-blindness. Following the training, these three students selected friends (secondary peers) to whom they taught the same skills. The results indicate that after the training, secondary peers used a wider variety of socially interactive behaviors, with the greatest increases in the categories of affiliation, affirmation, requests, offers, and seeking attention. Data with regard to the daily contacts of peers indicated that: four secondary peers increased the frequency of their social contacts with students with deaf-blindness, with the fifth remaining unchanged; and, three secondary peers increased the duration of their social contacts with students with deaf-blindness, with two remaining unchanged. Interviews with secondary peers indicated more equality in relationships, greater depth of understanding of the students with deaf-blindness, and an identification of the students with deaf-blindnessas friends. The results are discussed with respect to friendship networks and natural supports, building frameworks for friendships, and implications for future research on social relationships and social support. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, vol. 31, #4, December 1996, pp. 324-338

Nature of Social Experiences of Elementary Students with Deafblindness Educated in InclusiveClassrooms / Correa-Torres, Silvia Maria. -- UMI Dissertation Services: 2004, 206.The purpose of this study was to determine the nature of social experiences among students with deafblindness, their hearing-sighted peers, and adults in inclusive settings. In this comparative case study, opportunities for communication by three students with deafblindness in general education settings were compared, and the strategies used by adults to promote interaction were observed. Parents, teachers, paraprofessionals, and an intervener of the students also participated in this study. A dissertation submitted in partial fulfillment of the requirements for the Degree of Doctor of Education, August 2004.

Outcome Measures for Evaluating Progress in Learning Skills and Environmental Supports / Schweigert, Philip, M.Ed.; Rowland, Charity, Ph.D. -- Design to Learn Projects: 2002, 6. This article describes the Learning to Learn project which is a model of skill development for 3-8 year old children who are deafblind that target the fundamental skills necessary to understand and master the social environment, and the physical environment. The approach is individualized so that intervention harnesses the intrinsic motivations of each child in the pursuit of learning. The approach is systematic, and learners include not just the child, but family members, who need to understand the child's behavior and how the home environment influences learning, and professionals who need to understand how the social and physical make-up of a classroom influence the child's ability to learn. Currently in the field-testing and evaluation stages. Publisher's web site: 2002 Annual Project Directors' Meeting, Projects for Children and Young Adults who are Deafblind, October 10-12, 2002, Arlington, VA


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