One purpose of this study was to compare toy play and a computer activity in terms of their ability to stimulate vocalization and social play in dyads composed of a preschooler with developmental delays and a nonhandicapped preschooler. A second purpose was to compare the effects of different peer combinations on vocalization and social play in the two activities. The results Indicated that the computer activity was as effective as toy play or slightly more so in stimulating vocalizations by the two preschoolers with social and language deficits. Similarly, the computer activity evoked higher levels of social play from most of the participants. Of particular interest are comparisons of the vocalizations and social play of the nonhandicapped preschoolers when interacting with one another and those of the nonhandicapped preschoolers when paired with peers categorized as handicapped. These comparisons indicate more frequent and complex exchanges for the nonhandicapped dyads than for the nonhandicapped-handicapped dyads.
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