What social skills are important?
Antia, S. and Kreimeyer, K. (1996). Social interaction
and acceptance of deaf or hard-of-hearing children
and their peers: A comparison of social-skills and familiarity-based interventions. Volta Review,
Oden, S. and Asher, S. (1977) Coaching children in social
skills for friendship making.
Development, 48, 495-506.
Summary of Findings:
Social skills required of hearing children are important for hearing
impaired children as well. Communication influences the development of
some skills, and thus intervention may be necessary for the hearing impaired
child to fully develop these social skills. However many attributes of
a socially competent child are within the reach of all children, given
the exposure to a variety of peer situations during their early years.
Language development does not need to be a prerequisite to social development
but may develop concurrently. Teachers and parents should encourage all
children to take turns, share, and offer support, even nonverbal, during
social opportunities. Teaching young hearing-impaired children to recognize
an invitation to play as well as to offer invitations themselves help these
skills grow. Teacher modeling and prompting can increase the frequency
of these behaviors in these children. (See answer to question
#7) Praise from a teacher or parent goes a long way to increase the
chances that these social skills will be practiced.
Guralnick, M. (1993) Developmentally appropriate practice
in the assessment and intervention of
childrenís peer relations. Topics in Early Childhood Special Education, 13, 344-371.
Pellegrini, A. and Glickman, C. (1990) Measuring kindergartnersí
social competence. Young Children,
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