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This paper reviews the literature regarding the problem of social withdrawal in childhood. Consideration is offered of the significance of the problem as an entity and as it is related to other patterns of maladaptive behavior. Additionally, behavior therapy classroom procedures which have proven effective in remediating social withdrawal are critically reviewed. It is concluded that sufficient behavioral technology now exists to treat the problem of social withdrawal in regular classroom settings, and that mental health workers should serve as resource people to classroom teachers to enhance the social development of withdrawn children.
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Document Type: Research Article

Publication date: 1977-01-01

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