A set of rules and principles, developed by Bandura, that places significance on reinforcement as well as the effects of cues on thinking and of thinking on action.

Conduct that shows respect, care, and regard for the interests of others.

A program based on the idea that social interaction is a developmental task closely linked to language.

The perceived value of an assessment including whether it is generally acceptable and appropriate. Social validity involves asking questions about whether the situational factors presented in an assessment are valuable for the child and the family as well as whether the methods were acceptable to the children who participated.

The ability of a child to interact using specific behavior in a social situation such as using toys to interact with peers and adults.

A complex form of social play where the child must be able to engage in the basic concept of the game as well as interact with others. It requires the more complicated coordination of the two activities at the same time.

Vygotsky’s theory of disability where compensation stems from cultural enlightenment and socialization. This sociocultural theory believes in two types of defects known as organic impairments (primary defects) and misrepresentations of high psychological functions (secondary defects).

A monologue that takes place in a group setting where a child speaks without connection to what another has said. A collective monologue is performed for the same reasons as a simple monologue despite the change in location and social setting.

The ability to learn and execute the social norms and expectations of society.

Power and benefits over others in society. Privilege may come about as a result of race, socioeconomic status, language, gender, or membership in other groups.