Explanation:

Let’s break this down option by option:

- Option 1: Second generation social decision making, social problem solving, and interpersonal cognitive problem solving are considered organizational partly because teachers and parents implement these approaches. That means adults are actively building these skills into the larger group dynamic.

- Option 2: The principles of these methods go beyond isolated lessons; they actually become woven into the routines at home and at school. So, kids are seeing this stuff play out daily, which helps shape the organization of those environments.

- Option 3: Students are active participants. While this is true, it doesn’t explain why these approaches are called “organizational.” The “organizational” label is about the broader systems, not just student participation.

- Option 4: This combines options 1 and 2. Since both explain how these strategies become part of the fabric of the organization (thanks to adults implementing them and routines changing), this makes sense.

- Option 5: “All of the above” doesn’t work, because option 3 doesn’t really fit as a reason for the organizational label. Being “active participants” matters, but it isn’t the key here.

Option 4 (a and b only) is correct.