This chapter describes a conceptual–theoretical framework for research on social competence in children's peer relations. It discusses the process variables that have received little attention in the current research on the school-related social adjustment of mentally retarded children. The chapter also summarizes the research on the sociometric outcomes of mainstreaming, correlational and comparative studies on the behavioral basis of the educable mentally retarded (EMR) child's sociometric status, and implications for an understanding of social competence in the mentally retarded child. A theoretical framework for conceptualizing interpersonal competence that focuses on motivational, social–cognitive and situational factors is presented. The mentally retarded child's peer-related social outcomes in the school setting appear to be a function of behavioral, situational, and process factors, which are interrelated. The conceptual model proposed in the chapter reflects a multidimensional view of social competence and implies a need for research in which social–cognitive processes, behavior, and outcomes are examined in combination rather than in isolation.
|Original language||English (US)|
|Number of pages||37|
|Journal||International Review of Research in Mental Retardation|
|State||Published - Jan 1 1982|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychiatry and Mental health