The purpose of this study was to describe the development of social exchanges occurring between young children with disabilities in early intervention programs. Thirty-eight children were videotaped for 15 minutes at four data points across 16 months. Data were transcribed and coded using a modification of Vandell and Wilson's (1979) coding system. Results showed that the proportion of time spent in social exchanges remained low throughout the 2 years of the investigation. There were changes, however, in complexity of social behavior over time: the exchanges that did occur became more purely social in nature. In addition, the frequency of vocalizations and object-related acts increased over time. Results are interpreted with respect to implications for early intervention.
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