Social Interaction Interventions for Children with Developmental Disabilities
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".
Deadline for manuscript submissions: 31 December 2025 | Viewed by 97
Special Issue Editor
Special Issue Information
Dear Colleagues,
Social competence is crucial for young children, as it lays the foundation for healthy relationships, positive interactions with adults and peers, and overall wellbeing. It enables children to navigate social situations effectively, resolve conflicts, collaborate with others, and build friendships, which are essential skills for success in school and later in life. Due to difficulties with communication or understanding social norms, many children with developmental disabilities face challenges in social interactions, which can impact their future social competence (Brown, Odom, & Conry, 2001). Research indicates that positive peer interactions are crucial for children's development. As a result, fostering social competence in young children is a primary goal of early childhood education.
Behavioral Sciences are pleased to announce a Special Issue entitled “Social Interaction Interventions for Children with Developmental Disabilities”. We are particularly interested in social skill interventions (SSIs) across various contexts, such as at home and in schools, neighborhoods, and communities, that focus on learning (e.g., academic or motivation) or psychosocial outcomes (e.g., belonging, attachment).
We invite submissions in the form of theoretical articles, empirical studies, reviews, and meta-analyses. Topics of interest include, but not limited to, developing theoretical models of how interventions can have a lasting impact on the social competence of children with developmental disabilities, evaluating the efficacy and effectiveness of these interventions, investigating underlying factors, and proposing innovative strategies to tackle significant challenges in the generalization and maintenance of skills. This Special Issue aims to expand the field of knowledge on SSIs from diverse perspectives and backgrounds. We welcome both theoretical and empirical contributions to the field, as this issue seeks to present past efforts, current initiatives, and future challenges.
References
Brown, W. H., Odom, S. L., & Conroy, M. A. An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in Early Childhood Special Education 2001, 21(3), 162–175. https://doi.org/10.1177/027112140102100304.
Dr. Ling-Ling Tsao
Guest Editor
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Keywords
- social interaction interventions
- peer-related social competence
- children with developmental disabilities
- social skill interventions (SSIs)
- young children
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