Two groups of preschool children (9 handicapped, 9 nonhandicapped) were observed, with the focus on frequency of interactions with teachers and peers. Teachers rated temperaments of each child, using a derivation of the Thomas and Chess Teacher Temperament Scale, producing scores on task orientation, personal-social flexibility, and reactivity. Teachers rated handicapped children (compared with nonhandicapped) as low in task orientation and flexibility, and as underreactive or overreactive. For both groups of children, positive temperament patterns were related to frequency of interactions with peers—and for nonhandicapped children, to frequency of child-teacher interactions. Teachers interacted more with those handicapped children with negative than with positive temperament profiles.
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