Running head: THE IMPORTANCE OF SOCIAL STRATEGIES FOR YOUNG CHILDREN WITH DISABILITIES

The Importance of Social Strategies for Young Children with Disabilities Jessica Hall Siena Heights University

THE IMPORTANCE OF SOCIAL STRATEGIES FOR YOUNG CHILDREN WITH DISABILITIES

References Arda, T. B., & Ocak, S. (2013, June). Social competence and promoting alternative thinking strategiesPaths preschool curriculum. Educational Sciences: Theory and Practice, 12(4). Retrieved from: http://web.ebscohost.com.ezproxy.sienaheights.edu:2048/ehost/detail?vid=4&sid=13db8f 78-39cb-49b18b8732d5893d89ef%40sessionmgr115&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d#db=eric&AN=EJ1002870 Ashdown, D. M,, &Bernard, M. E. (2011) Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children. Early Childhood Education Journal. Retrieved from http://dx.doi.org.ezproxy.sienaheights.edu:2048/10.1007/s10643-011-0481-x

This is a specific program that gives a direct instruction path for students social skills. This is a study of students who used the P.A.T.H.S Program to help with social skills. Its about promoting alternative thinking in the areas of social skills. Choi. D. H., (2000) Changes of Preschool children's social strategy (cognition) and social behaviors after participating in a cognitive-social learning model of social skills training. Issues in early childhood education: Curriculum, teacher education, & dissemination of information. Proceedings of the Lilian Katz Symposium. 7pp. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED470900 A study of children with low peer acceptance, and how the model they suggest helps students improve their social skills with same aged peers. Students with interventions showed improvements to their peer to peer relationships. Csoti, M. (2001) Social awareness skills for children. Retrieved from http://site.ebrary.com.ezproxy.sienaheights.edu:2048/lib/sienaheights/docDetail.action?d ocID=5004009 This is a guide for both parents and professionals, for social skills and manners. This serves as a guide for general social skills for students. It also explores body language, and proper etiquette to focus on for students who have special needs. Jung, S., & Sainato, D. M. (2013) Teaching play skills to young children with autism. Journal of Intellectual & Developmental Disability, 38(1) 74-90. Retrieved from http://dx.doi.org.ezproxy.sienaheights.edu:2048/10.3109/13668250.2012.732220 Discusses the importance of play, especially for students who have Autism. It describes making play inviting for students by embedding their interests during play time, by improving social skills for students, their inappropriate behaviors decreased, thus proving the importance of social skills to assist with behavior issues.

THE IMPORTANCE OF SOCIAL STRATEGIES FOR YOUNG CHILDREN WITH DISABILITIES

Katz, K. G., & McClellan, D. E. (1997). Fostering childrens social competence: The teachers role. Washington D.C.: National Association for the Education of Young Children. Focuses on the importance of social competence and the variables which affect it. It discusses the role of the family, and how each teacher can help foster it at school. Kostelnik, M. J., Stein, L. C., Whiren, A. P., & Soderman, A. K. (1993) Albany: Delmar. Describes a childs social growth, and how their environment directly impacts their social competencies. It discusses the function and impact of nonverbal communication. , and how to foster and support childrens social development. Odom, Samuel L. ; McConnell, Scott R. ; McEvoy, Mary A. ; Peterson, Carla ; Ostrosky, Michaelene, Chandler, Lynette K. ; Spicuzza, Richard J. ; Skellenger, Annette ; Creighton, Michelle ; Favazza, Paddy C. (1999) Relative effects of interventions supporting the social sompetence of young children with disabilities. Compared the effects of different intervention approaches. It also discusses the importance of social strategies. It also talks about how students with disabilities differ from their typically developing peers. More, C. M., (2012) Social stories and young children: strategies for teachers. Intervention in School and Clinic. 47(3), 167-174. Retrieved from http://dx.doi.org.ezproxy.sienaheights.edu:2048/10.1177/1053451211423816 This article emphasizes the importance of social stories for young children with disabilities. It focuses on strategies for creation and implementation. Myles, B. S., Trautman, M.L., & Schelvan. (2004) The hidden curriculum: practical solutions for understanding unstated rules in social situations. Autism Asperger Publishing Company. While this book is geared towards older students, the topics remain necessary for teaching. This focuses on the items typically developing students pick up without being taught, but for students who have disabilities, they need direct instruction for social skills. Odom, S.L., McConnel, S.R., McEvoy, M.A., Peterson, C., Ostrosky, M., Chandler, L. K., Spicuzza, R. J., Skellenger, A., Creighton, M., & Favazza, P.C. (1999) Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19(2), 75-91. Retrieved from http://web.ebscohost.com.ezproxy.sienaheights.edu:2048/ehost/detail?sid=6e66fc60651d-4944-9da303e06b705643%40sessionmgr115&vid=1&hid=113&bdata=JnNpdGU9ZWhvc3QtbGl2 ZQ%3d%3d#db=eric&AN=EJ589589 This article shares the study about peer related social interactions. It explores a study of ninety eight students with special needs. Ninety two students remained in the study after the pretest. It discusses how some students with special needs have a difficult time gaining social

THE IMPORTANCE OF SOCIAL STRATEGIES FOR YOUNG CHILDREN WITH DISABILITIES

skills. The article focuses on the importance of teaching social skills to children who have disabilities. Sartini, E. C., Knight, V. F., & Collins, B. C. (2013) Ten guidelines to facilitate social groups for students complex special needs. Teaching Exceptional Children. 45,(3), 54-62. Steedly, K. M., Schwartz, Levin, M., & Luke, S. D. (2011) Social skills and academic achievement. Evidence for Education, III(2) Terpstra, J. E., & Tamura, R. (2008). Effective social strategies for inclusive settings. Early Childhood Education Journal, 35, 405-411. doi: 10.1007/s10643-007-0225-0 Zucker, G. H. (2010) Intervention strategies for pre-school students with special needs. Forum on Public Policy. Retrieved from http://files.eric.ed.gov/fulltext/EJ912980.pdf