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

Ladd, G. W. (1981). Effectiveness of a social learning method for enhancing children's social interaction and peer acceptance. Child Development, 52, 171-178.

Ladd, G. W. (1983). Social networks of popular, average, and rejected children in school settings. Merrill-Palmer Quarterly, 29, 283-307.

Ladd, G. W. (1985). Documenting the effects of social skill training with children: process and outcome assessment. In B. H. Schneider, K. H. Rubin, & J. E. Ledingham (Eds.), Children's peer relations: Issues in assessment and intervention. New York, NY: Springer- Verlag, 243-269.

Ladd, G. W. (1988). Friendship patterns and peer status during early and middle childhood. Journal of Developmental and Behavioral Pediatrics, 9(4), 229-238.

Ladd, G. W., & Asher, S. R. (1985). Social skill training and children's peer relations. In L. L'Abate & M. A. Milan (Eds.), Handbook of social skills training and research (pp. 219-244). New York: Wiley.

Ladd, G. W., & Golter, B. S. (1988). Parents' management of preschooler's peer relations: Is it related to children's social competence? Developmental Pyschology, 24(1), 109-17.

Ladd, G. W., & Mars, K. T. (1986). Reliability and validity of preschoolers' perceptions of peer behavior. Special Issue: Social skills training. Journal of Clinical Child Psychology. 15(1), 16-25.

Ladd, G. W., & Mize, J. (1983). A cognitive-social learning model of social skill training. Psychological Review, 90, 127-157.

Ladd, G. W., & Mize, J. (1988). Predicting preschoolers' peer behavior and status from their interpersonal strategies: A comparison of verbal and enactive responses to hypothetical social dilemmas. Developmental Psychology, 24(6), 782-88.

Ladd, G. W., & Mize, J. (1990). A cognitive-social learning approach to social skill training with low-status preschool children. Developmental Psychology, 26(3), 388-97.

Ladd, G. W., & Oden, S. (1979). The relationship between peer acceptance and children's ideas about helpfulness. Child Development, 50, 402 408.

Ladd, G. W., & others (1988). Predicting preschoolers' peer status from their playground behaviors. Child Development, 59(4), 986-92.

Ladd, G. W., & Price, J. M. (1986). Promoting children's cognitive and social competence: The relation between parents' perceptions of task difficulty and children's perceived and actual competence. Child Development, 57(2), 446-60.

Ladd, G. W., & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Developmental Psychology, 58(5), 1168-89.

Ladd, G. W., & Price, J. M. (1988). Predicting preschoolers' peer status from their playground behviors. Child Development, 59(4), 986-992.

Ladd, G. W., & Wheeler, V. (1982). Assessment of children's self efficacy for social interaction with peers. Developmental Psychology, 18, 795-805.

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? Child Development, 68(6), 1181 - 1197.

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67(3), 1103 - 1118.

LaFreniere, P. J., & Sroufe, L. A. (1985). Profiles of peer competence in the preschool: Interrelations among measures, influrence of social ecology, and relation to attachment history. Developmental Psychology, 21, 56-69.

LaGreca, A., & Santogrossi, D. (1980). Social skills training with elementary school students: A behavioral group approach. Journal of Consulting and Clinical Psychology, 48, 220-227.

LaGreca, A. M. (1981). Peer acceptance: The correspondence between children's sociometric scores and teacher"s ratings of peer interactions. Journal of Abnormal Child Psychology, 9, 167-178.

LaGreca, A. M. (1993). Social Skills Training With Children - Where Do We Do From Here? Journal of Clinical Child Psychology, 22(2), 288 - 298.

La Greca, A. M., Dandes, S. K., Wick, P., Shaw, K., & Stone, W. L. (1988). Development of the social anxiety scale for children: Reliability and concurrent validity. Journal of Educational Psychology, 17, 84-91.

La Greca, A. M., & Stone, W. L. (1990). Children with learning disabilities: The role of achievement in the social, personal, and behavioral functioning. In H. L. Swanson & B. K. Keogh (Eds.), Learning disabilities: Theoretical and research issues (pp. 333-352). Hillsdale, NJ: Lawrence Erlbaum, Inc.

Lamb, M. E. & Nash, A. (1989). Infant-mother attachment, sociability, and peer competence. (In T. J. Berndt & G. W. Ladd (Eds), Peer relationships in child development. New York: Wiley, 219-245.

Lamphear, V. S. (1985). The impact of maltreatment on children's psychosocial adjustment: A review of the research. Child Abuse and Neglect, 9, 251-263.

Lancelotta, G. X., & Vaughn, S. (1989). Relation between types of agression and sociometric status: Peer and teacher perceptions. Journal of Educational Psychology, 81, 1, 86-90.

LeBlanc, L. A. & Matson, J. L. (1995). A social skills training program for preschoolers with developmental delays: Generalization and social validity. Behavior Modification, 19, 232-46.

Ledingham, J. E. (1981). Developmental patterns of aggressive and withdrawn behavior in childhood: A possible method for identifying preschizophrenics. Journal of Abnormal Child Psychology, 9, 1-22.

Ledingham, J. E. & Younger, A. J. (1985). The influence of the evaluator on assessments of children's social skills. In B. H. Schneider, K. H. Rubin, & J. E. Ledingham (Eds.), Children's peer relations: Issues in assessment and intervention. New York, NY: Springer-Verlag, 111-121.

Ledingham, J. E., Younger, A., Schwartzman, A., & Bergeron, G. (1982). Agreement between teacher, peer and self ratings of children's aggression, withdrawal and likeability. Journal of Abnormal Child Psychology, 10, 363-372.

Leffert, J. S. & Siperstein, G. N. Assessment of social-cognitive processes in children with mental retardation. American Journal on Mental Retardation, 100, 441-55.

Leffert, J. S. & Sipperstein, G. N. (1996). Assessment of social cognitive processes in children with mental retardation. American Journal of Mental Retardation, 100, 441-44.

Lefkowitz, M. M., & Tesiny, E. P. (1984). Rejection and depression: Prospective and contemporary analysis. Developmental Psychology, 20, 776 785.

Lemanek, K. L., Williamson, D. A., & Gresham, F. M. (1986). Social skills training with hearing-impaired children and adolescents. Behavior Modification. 10(1), 55-71.

Lesser, G. S. (1959). The relationship between various forms of aggression and popularity among lower class children. Journal of Educational Psychology, 50, 20-25.

Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. (1986). Positive interdependence, academic and collaborative-skills group contingencies, and isolated students. American Educational Research Journal, 23, 476 488.

Lewis, M., & Feiring, C. (1989). Early predictors of childhood friendship. In T. J. Berndt & G. W. Ladd (Eds), Peer relationships in child development. New York: Wiley, 246-273.

Lewis, M., Feiring, C., McGuffog, C., & Jaskir, J. (1984). Predicting psychopathology in six-year-olds from early social relations. Child Development, 21, 123-136.

Li, A. K. F. (1985). Early rejected status and later social adjustment: A 3-year follow-up. Journal of Abnormal Psychology, 13, 567-577.

Liem, G. R., Yellott, A. W., Cowen, E. L., Trost, M. A., & Izzo, L. D. (1969). Some correlates of early-detected emotional dysfunction in the schools. American Journal of Orthopsychiatry, 39, 619-629.

Lilly, M. S. (1971). Improving social acceptance of low sociometric status, low-achieving students. Exceptional Children, 37, 341-347.

Lippit, R. & Gold, M. (1959). Classroom social structure as a mental health problem. Journal of Social Issues, 15, 40-50.

Lochman, J. E. & Dodge, K. A. (1994). Social-cognitive processes of severely violent, moderatley aggressive and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366-74.

Locke, W.R. & Fuchs, L.S. (1995). Effects of peer-medialted reading instruction on the on-task behavior and social interaction on children with behavior disorders. Journal of Emotional and Behavioral Disorders, 3, 92-99.

Luftig, R. L. (1987). Children's loneliness, perceived ease in making friends and estimated social adequacy: Developmental and social metacognition. Child Study Journal, 17, 1, 35-53.