Abstract
An alternating treatments design (Barlow & Hayes, 1979) was employed to compare the effects of socially outgoing versus socially withdrawn nonhandicapped preschool age peer partners upon nonhandicapped/handicapped peer interactions. A teacher nomination process was used to select nonhandicapped children considered the most outgoing and the least outgoing within a preschool for nonhandicapped students. A severely emotionally disabled, withdrawn student from a preschool handicapped program served as the target subject. The results were that the total number of nonhandicapped/handicapped social interactions as well as the number of social initiations by the withdrawn target subject were greater when the subject was paired with a socially outgoing nonhandicapped peer.
Get full access to this article
View all access options for this article.