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In recognition of the multiple pathways through which family and peer systems are linked, this short-term longitudinal study tested a tripartite model of family-peer relationships. One hundred fifty-nine fourth- grade children (82 boys, 77 girls) and their parents participated in a study of the links between parent behaviors and children's peer relations both concurrently and 1 year later. A multimethod approach- including observations of parent-child interactions, parent report, child report, and teacher and peer ratings-was used to evaluate a tripartite model of family-peer relations. Results indicate that parent- child interaction, parent advice giving, and parental provision of opportunities by both mothers and fathers predict children's social competence and, in turn, social acceptance 1 year later. Suggestions for future research and practical implications are noted, and limitations of the study are acknowledged. [ABSTRACT FROM AUTHOR]

This study tested a classwide peer tutoring model using rule-governed responding to teach tutors to accurately present learn units during social studies instruction using a multiple baseline across participants with pre and post intervention probes. Three students, aged 8 to 10, in a self-contained 3rd/4th grade CABAS® classroom participated in this study to test the effects of peer tutoring on the social interactions of the students during unstructured free time and accurate implementation of learn units during tutoring. The results showed an increase in social approvals and accurate learn unit presentations and a decrease in social disapprovals after the introduction of rule-governed peer tutoring. Additionally, the results showed a classwide (and individual participant) increase in social approvals and a decrease in social disapprovals during unstructured free time. [ABSTRACT FROM AUTHOR]