A group of Zambian primary school children with mild to moderate intellectual disabilities was studied together with nondisabled peers. Observations were carried out in two situations: an “experimental” situation where manipulations were made to investigate subsequent increases in social interaction, and a “natural” situation without any manipulations. Several interventions were tested at intervals separated by baselines. Although play-skills training of children with disabilities resulted in some increases in interaction between these children and nondisabled children, training coupled with teacher prompts led to more substantial increases in such interaction. These effects were transferred to the natural situation, but reduced in both situations when the intervention was withdrawn. A “special friends” approach, associated with the nondisabled children taking the role of initiators of interaction, led to increases in social behavior in both the experimental and natural situations. This was maintained at both 1-month and 6-month follow-ups. In addition, sociometric assessments carried out at three points in time showed increases, associated with the intervention programs, in the status of the children with disabilities. Results are discussed as preliminary, with implications for the design and evaluation of intervention programs aimed at promoting integration of children with disabilities in mainstream schools.
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