This study investigated the improvements in specific motor responses of two children with severe and multiple disabilities as an outcome of interactions with teachers and peers. Two children with disabilities, four peers without disabilities, and two adult trainers participated in the study. An observation system was used to collect data on the students’ motor responses as well as their socially directed behavior. Both the adult instruction and peer social interactions had an effect on the target motor behaviors. No significant difference, however, was noted in the target motor behaviors when comparing the adult instruction to the peer social interaction conditions.
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