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An Evolving Paradigm in Social Skill Training Research With Children

  • Chapter
Children’s Peer Relations: Issues in Assessment and Intervention

Abstract

Social skill training research with children has accelerated rapidly with more than 30 studies published in the last 7 years (Ladd & Asher, 1985). This research has been extensively reviewed of late (e.g., Asher & Renshaw, 1981; Conger & Keane, 1981; Ladd & Mize, 1983; Wanlass & Prinz, 1982), and it is clear that considerable diversity exists under the general rubric of social skill training research with children.

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Authors
  1. Steven R. Asher
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Editors and Affiliations

  1. Child Study Center, School of Psychology, University of Ottawa, K1N 6N5, Ottawa, Ontario, Canada

    Barry H. Schneider  & Jane E. Ledingham  & 

  2. Department of Psychology, University of Waterloo, N2L 3G1, Waterloo, Ontario, Canada

    Kenneth H. Rubin

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Asher, S.R. (1985). An Evolving Paradigm in Social Skill Training Research With Children. In: Schneider, B.H., Rubin, K.H., Ledingham, J.E. (eds) Children’s Peer Relations: Issues in Assessment and Intervention. Springer, New York, NY. https://doi.org/10.1007/978-1-4684-6325-5_10

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  • DOI: https://doi.org/10.1007/978-1-4684-6325-5_10

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4684-6327-9

  • Online ISBN: 978-1-4684-6325-5

  • eBook Packages: Springer Book Archive

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