Peer-Mediated Training of Cooperative Play between Special and Regular Class Students in Integrated Play Settings

Abstract

This study investigated the cooperative play behavior of three elementary level students with moderate mental retardation in three play settings. During Baseline the students played in segregated settings. Treatment occurred in two phases: (1) students were integrated with regular class children during the play periods and (2) peer mentors were trained to participate in play activities with the students and adapt the activities to their performance characteristics. Peer mentors from the regular education program focused on preparing the students to participate in small groups on activities that non-handicapped children engaged in during the play sessions. The results demonstrated that peer mediation was effective in facilitat-ing cooperative play between regular class students and students with moderate mental retardation. The results also showed that treatment effects were maintained for at least three months after treatment was initiated.