Analysis of Trends and Qualitative Indicators for Experimental Studies on the Social Interaction Effects of Children with Developmental Delay

2019 ◽  
Vol 58 (2) ◽  
pp. 75-103
Author(s):  
Mi-Jung Song
1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.


Author(s):  
Erik den Hartigh

Direct social interactions between economic agents (people) are important in determining their choices. When choosing a new car, you will likely ask some of your friends or acquaintances what their opinion is on different types and brands of cars. When choosing a new photo camera, you are likely to visit an Internet forum to see what other peoples’ opinions are on the different brands and types of cameras. These are examples of social interaction. Social interaction effects are therefore important in determining buying behavior. The rise of the Internet has considerably facilitated such social interactions, making social interaction effects even more important.


2018 ◽  
Vol 53 (2) ◽  
pp. 486-517 ◽  
Author(s):  
Maria Brandén ◽  
Gunn Elisabeth Birkelund ◽  
Ryszard Szulkin

We examine the impact of ethnic school composition on students’ educational outcomes using Swedish population register data. We add to the literature on the consequences of ethnic school segregation for native and immigrant students by distinguishing social interaction effects from selection and environmental effects through one- and two-way fixed effects models. Our findings demonstrate that native and immigrant students’ grades are relatively unaffected by social interaction effects stemming from the proportion of immigrant schoolmates. However, we find nontrivial effects on their eligibility for upper secondary school. Immigrants’ educational outcomes are weakly positively affected by the proportion of co-ethnics in school.


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