Achenbach, T. M., McConaughy, S.H., & Howell, C. T. (1987). Child / adolescent behavioral and emotional problems. Implications of cross-informant correlations tör situational specificity. Psychological Bulletin, 101, 213-23.
Achenbach, T. & Edelborck, C. (1978). The classification of child pasychopathology: Areviw and analysis of empirical effort. Psychological Bulletin, 85, 1275-1301.
Asher, S.R. & Taylor, A.R. (1981). The social outcomes of mainstreaming:
Sociometric assessment and beyond. Exceptional children Quarterly, 1,
12-30.
Chittenden, C.F. (1942). An experimental study in measuing and modidying assertive behavior in young children. Monogragh of Social Research in child Development, 7, 1-87.
Combs, M.L. and Slaby, D.A. (1977). Social skills training with chiiren. In Advances in Clinical Child Psychology: Vol. I, (Eds., B. B. Lahey and A.E. Kazdin), pp. 161-201. Plenum press: Newyork.
Cown, E.L., Pedeson, A., Bolingan, H. Izzo, L.D. & Trost, M. A. (1973). Long term follow up of early detected vulnerable children, Journal of consulting and Clinical Psychology, 41, 438-446.
Elliott, S. N. Sheridon, S.M., & Gresham, F.M. (1989). Assessing and treating social skills deficits: A case study tbr scientist-practioner. Journal

of School Psycholo,’, 27, 197-222.
Gerald, K. & Gerald, D. (1997). Counselling Children, A Practical Introduction. London: Sage Publications.
Gresham, F. M. & Elliott, S. N. (1990) The Social Skills Rating System. Circle Pines MN: American Guidance Services.
Gresham, F. M. & Elliott, S. N. & Black, F. L. (1987). Teacher - rated social skills of mainstreamed mildly handicapped and nonhandicapped children. School Psychology Review, 16, 78-88.
Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-97.
Keller, M. F. and Carison, P. H. (1974). The use of symbolic modeling to promate social skills in preschool children with low levels of social responsiveness, child Development, 45, 912-919.
Matson, J. L. (1990). Matson Evaluation of Social Skills with Youngsters:
Manual. Worthington, OH: International Diagnostic System.
Merrell, K. W. & Popinga, M. R. (1994). Parent-teacher concordance and gender differences in behavioral ratings of social skills and social - emotional problems of primary- age children! with disabilities, Diagnostic, 19, 1-15.
Powless, D.L. & Elliot, S.N. (1993). Assessment of social skills of native American preschoolers: Teachers’s and parents’ ratings. The Journal of School Psychology. 31(2), 293-307
Rinn, R. C. and Markie, A. (1978). Modification of social skills deficits in children. In Research and Practive in Social Skills Training (Eds A.S.Bellack and M. Hersen). Plenum Press: NewYork.
Shahim, S. (1999). Correlations between parents’ and teachers’ ratings of social skills for a group of developniefltall disabled children in Iran. Psychological Reports, 85, 863-866.
Shahim, S. (Unpublished manuscript). Perceived self and cultural differences:
A study of self perception in iranian Children.

Van Hasselt, V.B. Hersen, M., Whitehall, M. B., and Bellack, A. S. (1979). Social skills assessment and training for children: an evaluative review. Behavior Research Therapy, 17, 413-437.
Walker, H.M. & Hopes, H. (1976). Use of’Iiormative peer sata as a standard for evaluating treatment effects. Journal of Applied Behavior Analysis, a,
159468.