Thirty-Three. The Development of Social Competence in Children With Disabilities

  1. Peter K. Smith4 and
  2. Craig H. Hart5
  1. Karen E. Diamond1,
  2. Hsin-Hui Huang2 and
  3. Elizabeth A. Steed3

Published Online: 22 FEB 2011

DOI: 10.1002/9781444390933.ch33

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

How to Cite

Diamond, K. E., Huang, H.-H. and Steed, E. A. (2010) The Development of Social Competence in Children With Disabilities, in The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition (eds P. K. Smith and C. H. Hart), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444390933.ch33

Editor Information

  1. 4

    Goldsmiths, University of London, London, England

  2. 5

    Brigham Young University, Provo, UT, USA

Author Information

  1. 1

    Purdue University, West Lafayette, IN, USA

  2. 2

    National Taipei University of Nursing and Health Science, Taipei, Taiwan

  3. 3

    Georgia State University, Atlanta, GA, USA

Publication History

  1. Published Online: 22 FEB 2011
  2. Published Print: 3 DEC 2010

ISBN Information

Print ISBN: 9781405196796

Online ISBN: 9781444390933

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Keywords:

  • The Development of Social Competence in Children With Disabilities;
  • disability, and implications of specific disabilities, vary across communities and cultures;
  • Western countries, there has been an increasing emphasis on providing normalized life experiences for children with disabilities;
  • Cultural norms and values affect meanings of social behaviors - and Independent living is an important value in Western societies;
  • Bronfenbrenner's bioecological process – person – context – time model provides a framework for understanding the social competence of children with disabilities;
  • Children with mild mental retardation or learning disabilities;
  • children with Down syndrome show greater expressive than receptive language delays;
  • Social Skills Interventions for Children With Disabilities;
  • Teacher - mediated interventions;
  • use of conceptual models, such as positive behavior support, to frame the delivery of effective, research - based interventions that may be implemented within existing systems of service delivery

Summary

This chapter contains sections titled:

  • Developmental Perspectives on Peer-Related Social Competence for Children With Disabilities

  • Social Skills Interventions for Children With Disabilities

  • Future Directions

  • Acknowledgment

  • References