A collaborative approach to teaching social skills to students with prosocial skill deficits is described. Steps of the intervention include forming a team of two or more educators who are interested in participating in social skills instruction, targeting prosocial skills students need to learn, breaking the prosocial skill into teachable steps, developing an instructional plan that includes a teachable strategy for performing the prosocial skill, determining the instructional setting and collaborative roles, delivering instruction and providing opportunities for student practice, reinforcement, and self-monitoring. Several real-life cases are used as examples of how the different aspects of the intervention have been implemented by teachers and students. he 1990s movement toward providing special education in more inclusive settings has often brought with it a higher-than-normal rate of behavior problems for general education teachers. Like-

Professional dispositions focus on behaviors reflective of effective teaching and professional interactions. The impetus and rationale for this initiative is discussed and the steps and timeline in development outlined. The resulting program is described along with procedures for implementation and proposed next steps.

No abstract

No abstract

Fragile X syndrome is a recently identified genetic disorder considered to be the most common inherited form of mental retardation. Current research is revealing that this chromosomal anomaly is linked to a variety of other educationally relevant problems including learning disabilities, attention deficit disorders, speech and language deficits, autistic characteristics, and behavior disorders. A description of the unique inheritance pattern reveals why milder forms of the syndrome are now beginning to be identified and educational interventions applied. This review highlights the physical, intellectual, academic, behavioral, and communication characteristics associated with fragile X. With knowledge of fragile X syndrome, the educator can play a key role in recognizing the disorder and referring for both early diagnosis and genetic counseling.