• 沒有找到結果。

西文部份 西文部份 西文部份

Beelmann, A., Pfingsten, U., & Lösel, F. (1994). Effects of training social

competence in children: A meta-analysis of recent evaluation studies.

Journal of Clinical Child Psychology, 23, 260-271.

Bellack, A. S. & Hersen, M. (1988). Behavior assessment. (3rd ed.).

Elmsford, NY: Pergamon Press.

Beirne-Smith, M., Patton, J., & Ittenbach,R. (1994). Mental Retardation.

New York:Macmillan College Publishing Co.

Bierman, K. L., & Welsh, J. A. (2000). Assessing social dysfunction:The contribution of laboratory and performance-based measures. Journal of Clinical Child Psychology, 29, 526-539.

Tekinarslan, I. C. & Sucuoglu, B. (2007). Effectiveness of Cognitive Process Approached Social Skills Training Program for People with Mental Retardation. International Journal of Special Education, 22 (2), 7-18.

Charlpo, M. H., Kurtz P. F., & Casey, F. G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163-181.

Crane, L. (2002). Mental Retardation: A Community Integratiom Approach .Belmont, CA:Wadsworth/Thomas Learning Group.

Crites, S. A., & Dunn, C. (2004). Teaching Social Problem Solving to Individuals with Mental Retardation. Education and Training in Developmental Disabilities, 39(4), 301-309.

Edeh, 0. M., & Hickson, L. (2002). Cross-Cultural

Comparison of Interpersonal Problem Solving in Students with Mental

Retardation. American Journal on Mental Retardation, 107, 6-15.

Edeh, O. M. (2006). Cross-Cultural Investigation of Interest-Based Training and Social Interpersonal Problem Solving in Students with Mental Retardation. Education and Training in Developmental Disabilities, 41(2), 163-76.

Elliot, S. N., Busse, R. T., & Gresham, F. M. (1993). Behavior rating scales:

Issues of use and development. School psychology Review, 22, 313-321.

Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students.Exceptionality, 9, 19-32.

Embregtz, P. J. C. M. (2000). Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation. Research in Developmental Disabilities, 21(5), 409-423.

Edeh, 0. M., & Hickson, L. (2002). Cross-Cultural Comparison of Interpersonal Problem Solving in Students with Mental Retardation.

American Journal on Mental Retardation, 107, 6-15.

Edeh, 0. M. (2006). Cross-Cultural Investigation ofInterest-Based Training and Social Interpersonal Problem Solving in Students with Mental Retardation. Education and Training in Developmental Disabilities, 41(2), 163-176.

Elksnin, N., & Elksnin, L. K. (1998). Teaching social skills to students with learning and behavior problems. Intervention in School and Clinic, 33(3), 131-140.

Embregtz, P. J. C. M. (2002). Effects of video feedback on social behavior

of young people with mild intellectual disability and staff responses.

International Journal of Disability, Development and Education, 49(1), 105-116.

Erdley, C. A., Nangle, D. W., Newman, J. E., & Carpenter, E. M. (2001).

Children’s friendship experiences and psychological adjustment:

Theory and research.

Farmer, T. W., & Pearl, R. (1996). Expanding the social skills deficit framework: A developmental synthesis perspective, classroom social networks, and implications for the social growth of students with disabilities. Journal of Special Education, 30, 232-256.

Gresham, F. M. (1981). Assessment of children’s social skills. Journal of School Psychology, 19, 120-134.

Gresham, F. M. (1983). Social skills assesment as a component of

mainstreaming placement decision. Exceptional Children, 49, 331-336.

Gersham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

Gresham, F. M. (1991). Social skills and learning disabilities: Casual, concomitant, or correlational. School Psychology Review, 21, 348-360.

Gresham, F. M. (1998). Social skills training: should we raze,remodel ,or rebuild? Behavior Disorders, 24(1), 19-25.

Gresham, F. M. (2000). Assessment of social skills in students with emotional and : Behavior Disorders, Assessment for Effective Intervention, 26, 51-58.

Gresham, F. M., & Elliott, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. Journal

Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System.

Circle Pines, MN: American Guidance Service.

Gresham, F. M., & MacMillan, D. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Education Research, 67(4), 377-415.

Gresham, F. M., Sugai, G, & Horner, R.H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities.

Exceptional Children, 67, 331-344.

Huang,W., & Guvo, A. (1997). Social skills training for adults with mental retardation in job-related settings. Behavior Modification, 21, 3-45.

Ladd, G. W., & Mize, J. (1983). A cognitive-social learning model of social skill training. Psychological Review, 90, 127-157.

Lane, K. L., Gresham. F. M., & O'Shaughnessy, T. E. (Eds.). (2002).

Interventions for childrens with orat risk for emotional and behavioral disorders. Boston: Allyn & Bacon.

Langone, J. (1990). Teaching students with mild and moderate learning problems. Boston: Allyn & Bacon.

LeBlanc, L.A, Hagopian, L.P., & Maglieri, K. A. (2000). Use a token economy to eliminate excessive inappropriate social behavior in an adult with developmental disabilities. Behavioral Interventions Behav.

Intervent, 15, 135-143.

Lynne, C., John, D., & Richard, W. (2006). Effects of a Leisure Education Program on Social Knowledge and Skills of Youth with Cognitive Disabilities. Therapeutic Recreation Journal, 40(3), 144-164.

Inhelder, B. (1968). The diagnosis of reasoning in the mentally retarded.

New York:John Day.

Kavale, K. A. (2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development and Education, 49(2), 201-223.

Katz, L. G., & McClellan, D. E. (1997). Fostering children’s social competence: The teacher’s role. Washington DC: NAEYC.

Kerr, M. M., & Nelson, C. M. (1989). Strategiesfor managing behavior problem in the classroom (2nd ed.). Columbus, OH: Merrill Publishing.

Knapczyk, D. R., & Rodes, P. G.. (1996). Teaching social competence: A practical approach for improving social skills in students at-risk.

Pacific Grove, Ca: Brooks/Cole.

Margalitm, M. (1993). Social skills and classroom behavior among adolescents with mild mental retardation. American Journal on Mental Retardation, 97(6), 685-691.

Mark, F., Giulio, E. L., Jeff, S., Vanessa A. G., Chia-Hui Ma1 and Deirdre, O. (2004). A further comparison of external control and problem-solving interventions to teach social skills to adults with intellectual disabilities. Behavioral Intervention, 19, 173–186.

McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 8, 3–10.

McKevitt, B. C., & Elliott, S. N. (2005). Observations and ratings of preschool children’s social behavior: Issues of representativeness and validity. Psychology in the schools, 42, 13-26.

Merrell, K. W., & Gimpel, G. A. (1998). Social Skills of Children and Adolescents. NJ: Lawrence Erlbaum.

Michelson, L., Lugai, D. P., Wood, R. P., & Kazdin, A. E. (1983). Social

handbook. New York:Plenum.

Miller, M., Lane, K., & Wehby, J. (2005). Social Skills Instruction for Students With High-Incidence Disabilities: A School-Based Intervention to Address Acquisition Deficits. Preventing School Failure, 49 (2), 27-39.

Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2nded.). Belmont, CA: Wadsworth/ Thomson Learning.

O’Reilly, M. F., & Chadsey-Rusch, J. (1992). Teaching a social skills problem-solving approach to workers with mental retardation: An analysis of generalization. Education and Training in Mental Retardation and Developmental Disabilities, 27, 324–334.

O'Reilly, M.F., Lancioni, G.E., Sigafoos, J., Green, V.A., Ma, C.H., &

O'Donoghue, D. (2004). A further comparison of external control and problem-solving interventions to teach social skills to adults with intellectual disabilities. Behavioral Interventions, 19 (3), 173-186.

O’Reilly, M. F., & Sobsey, D. (1996). Educating children with multiple disabilities: A transdisciplinary approach (3rd ed.). Baltimore: Paul H.

Brookes.

Rutherford, R. B. (1997). Why dosen’t social skills training work? CEC Today, July, 14.

Smith, C. A. (1982). Promoting the Social Development of Young Children:

Strategies and Activities. Palo Alto, California: Mayfied Publishing Company.

Smith, S., & Travis, P. (2001). Conducting social competence research:

Considering conceptual framework. Behavioral Disorders, 26, 360-369.

Sharon, M. K., & Cheryl, H. M. (2003). Critical social skills for adolescents with high incidence disabilities: parent perspectives. Exceptional Children, 32, 163-179.

Shultz, J. J., Forio, S., & Erickson, F. (1982): Where’s the floor? A spects of the cultural organization of social relationships in communication at home and in school. In P.Gilmore & A. A. Glattorn (Eds.). Children in and out of school: Ethnography and education. Washington, D. C. : Center for Applied Linguistics.

Spence, S. H. (2003). Social skills training with children and young people:Theory, evidence and practice. Child and Adolescent Mental Health, 8, 84-96.

Walker, H. M., McConnell, S., Holmes, D. Todis, B.,Walker, J., & Golden, N. (1988). The Walker Social Skills Curriculum: The Accepts Program.

Texas: Shoal Greek Boulevard.

Wehmeyer, M. L., & Kelchner, K. (1994). Interpersonal cognitive problem-solving skills of individuals with mental retardation.

Education and Training in Mental Retardation and Developmental Disabilities, 29, 265-278.