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@article{ART001060100},
author={Insoo Cho and 전보성},
title={The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2007},
volume={8},
number={2},
pages={455-474}

TY - JOUR
AU - Insoo Cho
AU - 전보성
TI - The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation
JO - Journal of Special Education: Theory and Practice
PY - 2007
VL - 8
IS - 2
PB - Research Institute of the Korea Special Education
SP - 455
EP - 474
SN - 1598-060X
AB - The study is to find out the effects of interpersonal social function-centered transition education program to promote social competence of students with mental retardation which contain the teacher perferred social behavior, peer perferred social behavior, and school adaption behavior. The conclusions of the study drawn from results are as follows;First, The interpersonal social function-centered transition education program have an effects on teacher perferred social behavior in each group, students with mental retardation and general students. Second, The interpersonal social function-centered transition education program have an effects on peer perferred social behavior in each group, students with mental retardation and general students.Third, The interpersonal social function-centered transition education program have an effects on school adaption behavior in each group, students with mental retardation and general students.The findings of this study shown that interpersonal social function-centered transition education program testified to have effects of social competence. In field, it should be needed for students with mental retardation to serve interpersonal social function-centered transition education program. And when drawing up IEP fitting to present leveling of individual student, in case of making composition to long term object and short term object with together interpersonal social function-centered transition education program, think that effects of education will be elevated more.
KW - Interpersonal Social Function;Transition Education;Social Competence;Mental Retardation
DO -
UR -
ER -

Insoo Cho and 전보성. (2007). The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation. Journal of Special Education: Theory and Practice, 8(2), 455-474.

Insoo Cho and 전보성. 2007, "The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation", Journal of Special Education: Theory and Practice, vol.8, no.2 pp.455-474.

Insoo Cho, 전보성 "The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation" Journal of Special Education: Theory and Practice 8.2 pp.455-474 (2007) : 455.

Insoo Cho, 전보성. The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation. 2007; 8(2), 455-474.

Insoo Cho and 전보성. "The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation" Journal of Special Education: Theory and Practice 8, no.2 (2007) : 455-474.

Insoo Cho; 전보성. The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation. Journal of Special Education: Theory and Practice, 8(2), 455-474.

Insoo Cho; 전보성. The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation. Journal of Special Education: Theory and Practice. 2007; 8(2) 455-474.

Insoo Cho, 전보성. The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation. 2007; 8(2), 455-474.

Insoo Cho and 전보성. "The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation" Journal of Special Education: Theory and Practice 8, no.2 (2007) : 455-474.