Role-Taking Ability and Prosocial Behavior between Nonretarded and Retarded (Confederate) Peers

Abstract

The relationship between role-taking ability and prosocial behavior was investigated with a sample of 30 fourth-grade students. Each student participated in two sessions in assisting a nonretarded or retarded confederate in constructing an erector set. Subjects were classified into high, moderate, or low role-taking groups. The high role-taking groups emitted significantly more We statements and Verbal Modeling responses (p < .05) than the moderate and low groups, irrespective of confederate condition. The high retarded condition produced significantly (p<.05) more responses than the other conditions on the measures of Facilitates Independent Decisions and Reinforcing Task Related Verbalization. The potential importance of role-taking ability as a predictor of successful integrative contact between handicapped and nonhandicapped persons was discussed.

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