The Relationship between Behavioral Characteristics of Children and Social Interaction in an Integrated Setting

Abstract

This study was designed to examine the social interaction of handicapped and nonhandicapped children in an integrated preschool setting. Four groups of children (nonhandicapped 4-year-olds, nonhandicapped 3-yeor-olds, and moderately handicapped and severely handicapped) were observed during free play for 12 5-minute observations. Observations consisted of two phases, one 3-minute period in which interactions were recorded followed by a 2-minute period in which specific behaviors and types of play were observed. Results indicated that the amount of interaction varied as a function of which of the four groups the child was in and as a function of the age of peers. In addition, several specific behaviors (e.g., laughing, running) were associated with more interaction. Results are interpreted as having important Implications for educators who are interested in facilitating social interaction in integrated settings.

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