Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 157-166). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.

Title from title page (viewed April 28, 2010) Bouvé College of Health Sciences. Dept. of Counseling and Applied Educational Psychology. Includes bibliographical references (p. 167-176).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

The purpose of this study is to change the structure of a fifth-grade class in order to increase the social interaction of the group.

The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scores on the Behavioral Observation device and by teacher referral. A Sociometric-Assessment device was a l so used pre-post to measure the change of peer social standing. Results of t he multiple baseline analysis across subjects showed that five of the six subjects had a greater overall increase in social interaction during the Books & Music treatment phase. Results of the Sociometric-Assessment measure showed a positive change (p< . 001) in the target subjects social standing among peers. Follow-up data suggested some maintenance of treatment effects . Given all of the positive changes, music educators and therapists should consider this type of intervention.

The present study was designed to determine the reliability and validity of an observation code and rating scale developed by Smith (unpublished research) to measure prosocial behavior in young children.

No description available.

One characteristic of abused children that is often observed but not yet empirically examined is social hypervigilance. In this study, 20 abused and 20 distressed children were compared using WISC-R subtests, two measures of locus of control and need for attention.