This study investigated effects of social interactive strategies (i.e., contingent imitation, natural reinforcement contingency, and time delay) developed by Klinger and Dawson (1992) in promoting early social-communicative skills of a preschool child with developmental disabilities during daily classroom activities. An ABAB withdrawal design was employed to evaluate the effects of strategies. Results indicated that the child's eye contact, joint attention, and imitation increased immediately following implementation of the interactive strategies. Results also demonstrated that there was a collateral relationship between social interactive strategies and early social-communicative skills. These findings are discussed in terms of implications for using the interactive strategies during naturally existing classroom activities and recommendations are made for future research.
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