Although the preschool years of a child's life are critical in setting the stage for further development, his subsequent school-year experiences are also essential for his continued growth and development. It is during these years that children will develop and refine the social and academic skills which are necessary for functioning as adult citizens. A pattern of positive relationships between children with disabilities and their non-disabled peers and teachers will enhance their development. Children who are emotionally disturbed are often disliked as they are viewed by others as being mean, bad, angry, or uncooperative. This perception of them by others will influence other's behavior towards them. Acquiring good social problem-solving skills and having the ability to communicate effectively are recognized resiliency factors for at--risk youth. These skills can be acquired through training. Virtual Reality provides a superior way of providing such training. Summary of Anticipated Results and Implications: It is anticipated that the research and development effort will characterize a training program that will teach social problem-solving (to include anger management and conflict resolution), and effective nonverbal and verbal communication skills to students with emotional and behavioral disabilities. The Phase I effort will provide the foundation for the construction of such a training program that can be implemented in the Phase II effort. Virtual Reality (VR) technologies will provide a superior way for obtaining this training without the fear of failure or embarrassment as in the less-forgiving world.
