SOCIOMETRY REFERENCES (3/13/98: G's)

Gabarino, J., Burston, N., Raber, S., Russell, R., & Crouter, A. (1978). The social maps of children approaching adolescence: Studying the ecology of youth development. Journal of Youth and Adolescence, 7, 417-428.

Garrett, M. K., & Crump, W. D (1980). Peer acceptance, teacher preference and self-appraised social status among learning disabled students. Learning Disability Quarterly, 3, 42-48.

Gavin, L. A., & Furman, W. (1989). Age diferences in adolescents' perceptions of their peer groups. Developmental Psychology, 26(5), 827 834.

George, C., & Main, M. (1979). Social interactions of young abused children: Approach, avoidance, and aggression. Child Development, 50, 306-318.

Gesten, E. L. (1976). A health resources inventory: The development of a measure of the personal and social competence of primary-grade children. Journal of Consulting and Clinical Psychology, 44, 775-786.

Gesten, E. L., Flores de Apodaca, R., Rains, M., Weissberg, R. P., & Cowen, E. L. (1979). Promoting peer related social competence in schools. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Vol. 3. Social competence in children (pp. 220-247). Hanover, NH: University Press of New England.

Gesten, E. L., Rains, M., Rapkin, B. D., Weissberg, R. P., Flores de Apodaca, R., Cowen, E. L., & Bowen, R. (1982). Training children in social problem-solving skills: A competence building approach, first and second look. American Journal of Community Psychology, 10, 95-115.

Glick, O. (1972). Some social-emotional consequences of early inadequate acquisition of reading skills. Journal of Educational Psychology, 63, 253-257.

Goldfried, M. R., & d'Zurilla, T. J. (1969). A behavioral-analytic model for assessing competence. In C. D. Spielberger (Ed.), Current topics in clinical and community psychology, 1, New York: Academic.

Goodman, H., Gottlieb, J., & Harrison, R. (1972). Social acceptance of EMR's integrated into nongraded elementary school. American Journal of Mental Deficiency, 76, 412-417.

Gottlieb, J. & Budoff, M. (1973). Social acceptability of retarded children in nongraded schools differing in architecture. American Journal of Mental Deficiency, 78, 15-19.

Gottlieb, J. & Davis, J. (1973). Social acceptance of EMR's during overt behavioral interaction. American Journal of Mental Deficiency, 78, 141 143.

Gottlieb, B. W., Gottlieb, J., & Berkell, D. (1986). Sociometric status and solitary play of learning disabled boys and girls. Journal of Learning Disabilities, 19, 619-622.

Gottlieb, J., Semmel, M., & Veldman, D. (1978). Correlates of social status among mainstreamed mentally retarded children. Journal of Educational Psychology, 70, 396-405.

Gottman, J. M. (1977). The effects of a modeling film on social isolation in preschool children: A methodological investigation. Journal of Abnormal Child Psychology, 5, 69-78.

Gottman, J. M. (1977). Toward a definition of social isolation in children. Child Development, 48, 513-517.

Gottman, J. M. (1983). How children become friends. Monograph of the Society for Research in Child Development, 48 (3, Serial No. 201).

Gottman, J. M. (1991). Finding The Roots of Children's Problems With Other Children. Journal of Social And Personal Relationships, 8(3), 441 - 448.

Gottman, J. M., Gonso, J., & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child Development, 46, 709-718.

Gottman, J. M., Gonso, J., & Schuler, P. (1976). Teaching social skills to isolated children. Journal of Abnormal Child Psychology, 4, 179 197.

Gottman, J. M., & Katz, L. F. (1989). Effects of marital discord on young children's peer interaction and health. Developmental Psychology, 25, 373 381.

Gottman, J. M., & Parkhurst, J. T. (1980). A developmental theory of friendship and acquaintenceship processes. In W. A. Collins (Ed.), Development of cognition, affect, and social relations. Hillsdale, NJ: Lawrence Erlbaum, 197 - 253.

Gottman, J.M., Guralnick, M.J., Wilson, B., Swanson, C.C., & Murray, J.D. (1997). Development And Psychopathology, 9(2), 421-452.

Graham, J., Argyle, M., & Furnham, A. (1980). The goal structure of situations. European Journal of Social Psychology, 10, 345-366.

Greenwood, R., Carta, J J., and Maheady, L. (1991). Peer tutoring programs in the regular education classroom. In (G. Stoner, M. Shinn and H. Walker, editors) Interventions for achievement and behavior problems. Silver Springs, Maryland: National Association of School Psychologists, pp. 179-200.

Green, K. D., Forehand, R., Beck, J., & Vosk, B. (1980). An assessment of the relationship among measures of children's social competence and children's academic achievement. Child Development, 51, 1149-1156.

Greenwood, C. R., Todd, N. M., Hops, H., & Walker, H. M. (1982). Behavior change targets in the assessment and treatment of socially withdrawn preschool chiildren. Behavioral Assessment, 4, 273-297.

Greenwood, C. R., Walker, H. M., & Hops, H. (1977). Some issues in social interaction/withdrawl assessment. Exceptional Children, 43, 490 499.

Greenwood, C. R., Walker, H. M., Todd, N. M., & Hops, H. (1979). Selecting a cost-effective screening device for the assessment oF preschool social withdrawl. Journal of Applied Behavior Analysis, 12, 639-652.

Gresham, F. M. (1981a). Validity of social skills measures for assessing social competence in low-status children: A multivariate investigation. Developmental Psychology, 17, 390-398.

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

Gresham, F. M. (1981c). Social skills training with handicapped children: A review. Review of Educational Research, 51, 139-176.

Gresham, F. M. (1982a). Social interactions as predictors of children's likeability and friendship patterns: A multiple regression analysis. Journal of Behavioral Assessment, 4, 39-54.

Gresham, F. M. (1982b). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422 433.

Gresham, F. M. (1983a). Social skills assessment as a component of mainstreaming placement decisions. Exceptional Children, 49, 331-335.

Gresham, F. M. (1983b). Situational specificity, correspondence, and social validity: a commentary on Renshaw and Asher. Merrill-Palmer Quarterly, 29, 4, 459-465.

Gresham, F. M. (1983c). Social validity in the assessment of children's social skills: Establishing standards for social competency. Journal of Psychoeducational Assessment, 1, 299-307.

Gresham, F. M. (1985). Utility of cognitive-behavioral procedures for social skills training with children: A critical review. Journal of Abnormal Child Psychology, 13, 411-423.

Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children's social skills: Implications for classification and training. Special Issue: Social Skills Training. Journal of Clinical Child Psychology, 15(1), 3-15.

Gresham, F. M. (1992). Social skills and learning disabilities: Causal, concomitant, or correlational? School Psychology Review, 21, 348-360.

Gresham, F.M. (1993). Social skills intervention guide: Systematic approaches to social skills. Special Services in the Schools, 8(1) 137 58.

Gresham, F. M. (1994). Generalization of social skills: Risks of choosing form over function. School Psychology Quarterly, 9(2), 142 44.

Gresham, F. M. (1995). Student self-concept scale: Description and relevance for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 3(1), 19-26.

Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292-301.

Gresham, F. M., & Elliott, S. N. (1987). Social skill deficits of learning-disabled students: Issues of definition, classification, and assessment. Journal of Reading, Writing, and Learning Disabilities International. 3(2), 131-148.

Gresham, F. M., & Elliott, S. N. (1988). Teachers' social validity ratings of social skills: comparisons between mildly handicapped and nonhandicapped children. Journal of Psychoeducational Assessment. 6(3), 225-234.

Gresham, F. M., & Elliott, S. N. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disability, 22(2), 120 124.

Gresham, F. M., & Elliott, S. N. (1989). Social skills assessment technology for LD students. Learning Disability Quarterly, 12(2), 141-152.

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

Gresham, F. M., Noell, G. H. & Elliott, S. N. (1996). Teachers as judges of social competence: A conditional probability analysis. School Psychology Review, 25(1), 108 - 117.

Gresham, F. M., & Elliott, S. N., & Black, F. L. (1987a). Teacher-rated social skills of mainstreamed mildly handicapped and nonhandicapped children. School Psychology Review. 16(1), 78-88.

Gresham, F. M., & Elliott, S. N., & Black, F. L. (1987b). Factor structure replication and bias investigation of the Teacher Rating of Social Skills. Journal of School Psychology. 25(1), 81-92.

Gresham, F. M., & Evans, S. (1987). Conceptualization and treatment of social withdrawal in the schools. Special Services in the Schools. 3(3-4), 37-51.

Gresham, F. M., Evans, S., & Elliott, S. N. (1988a). Self-efficacy differences among mildly handicapped, gifted, and noonhandicapped students. Journal of Special Education, 22(2), 231-241.

Gresham, F. M., Evans, S., & Elliott, S. N. (1988b). Academic and social self-efficacy Scale: Development and initial validation. Journal of Psychoeducational Assessment, 6(2), 125-138.

Gresham, F. M., & Lemanek, K. L. (1983). Social skills: A review of cognitive- behavioral training procedures with children. Journal of Applied Developmental Psychology, 4, 439-461.

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

Gresham, F. M., & Nagle, R. J. (1980). Social skills training with children: Responsiveness to modeling and coaching as orientation. Journal of Consulting and Clinical Psychology, 48, 718-729.

Gresham, F. M., & Reschly, D. J. (1986). Social skill deficits and low peer acceptance of mainstreamed learning disabled children. Learning Disability Quarterly. 9(1), 23-32.

Gresham, F. M., & Reschly, D. J. (1986). Social skills deficits and peer acceptance of mainstreamed learning disabled children. Learning Disability Quarterly, 9, 23-32.

Gresham, F. M., & Reschly, D. J. (1987a). Sociometric differences between mildly handicapped and nonhandicapped Black and White students. Journal of Educational Psychology, 79(2), 195-197.

Gresham, F. M., & Reschly, D. J. (1987b). Dimensions of social competence: Method factors in the assessment of adaptive behavior, social skills, and peer acceptance. Journal of School Psychology. 25(4), 367-381.

Gresham, F. M. & Stuart, D. (1992). Stability of Sociometric Assessment - Implications For Uses As Selection And Outcome Measures In Social Skills Training. Journal of School Psychology, 30(3), 223 - 231.

Gronlund, N. E., & Anderson, L. (1957). Personality characteristics of socially accepted, socially neglected, and socially rejected junior high school pupils. Educational Administration and Supervision, 43, 329 338.

Gronlund, N., and Holmlund, W. (1985). The value of elementary school sociometric status scores for predicting pupils' adjustment in high school. Educational Administration and Student Supervision 44, 225 60.

Guralnick, M. J. (1993). Developmentally appropriate practices in the assessment and intervention of children's peer relations. Topics in Early Childhood Special Education, 13, 344 - 71.

Guralnick, M. J. (1981). The social behavior of preschool children at different developmental levels: Effects of group composition. Journal of Experimental Child Psychology, 31, 115-130.

Guralnick, M. J. (1990). Social competance and early intervention. Journal of Early Intervention, 14, 3-14.

Guralnick, M. J. (1980). Social interactions among preeschool children. Exceptional Children, 46, 248-53.

Guralnick, M. J. (1997). Peer social networks of young boys with developmental delays. American Journal On Mental Retardation, 17(4), 595 - 612.

Guralnick, M. J. & Groom, J.M. (1985). Correlates of peer-related social competence of developmentally delayed preschool children. American Journal of Mental deficiency, 90, 140-50.

Guralnick M. J. & Groom, J. M. (1987). Dydadic peer interactions of Mildly delayed and nonhandicapped preschool children. American Journal of Mental Deficiency, 92, 178-93.

Guralnick, M. J. & Groom, J. M. (1988). Friendships of preschool children in mainstreamed playgroups. Developmental Psychology, 24, 595-604.

Guralnick, M. J. & Groom, J. M. (1988). Peer interactions in mainstreamed and specialized classrooms. Exceptional Children, 54, 415-25.

Guralnick, M. J. & Groom, J. M. (1987). The peer interactions of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58, 1556 - 72.

Guralnick, M. J. & Weinhouse, E. (1983). Child-child social interactions: An analysis of assessment instruments for young children. Exceptional Children, 50, 268-71.

Guralnick, M. J. & Weinhouse, E. (1984). Peer-related social interactions of developmentally delayed young children: Development and characteristics. Developmental Psychology, 20, 815-27.

Guranlnick, M. J. Gottman, J. M., & Hammond, M. A. (1996). Effects of social setting on the friendship formation of young children differing in developmental status. Journal of Applied Developmental Psychology, 17(4), 625 - 651.

Guralnick, M. J. Connor, R. T., Hammond, M. A., Gottman, J. M., Kinnish, K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67(2), 471 - 489.

Guralnick, M. J. et.al. (1995). Parent perspectives of peer relationships and friendships in integrated and specialized programs. American Journal of Mental Retardation, 99, 457-76.

Guralnick, M. J. et. al. (1996) Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal of Mental Retardation, 100, 359-77.

Guralnick, M. J. et. al. (1981). Programmatic factors affesting child- child social interactions in mainstreamed preschool programs. Exceptional Education Quarterly, 1, 71-92.

Guralnick, M. J. & Weinhouse, E. (1983). Child-child social interactions: An analysis of assessment instruments for young children. Exceptional Children, 50, 268-71.

Guralnick, M. J. & Weinhouse, E. (1984). Peer-related social interactions of developmentally delayed young children: Development and characteristics. Developmental Psychology, 20, 815-27.

Guralnick, M. J., Gottman, J.M., & Hammond, M.A. (1996). Effects of social setting on the friendship formation of young children differing in develomental status. Journal of Applied Developmental Psychology, 17(4), 625 - 651.

Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Child Development, 67(2), 471 - 489.

Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal On Mental Retardation, 100(4), 359 - 377.