We evaluated the training and generalization effects of a peer-mediated procedure to increase integration opportunities for elementary students with mental retardation. In addition to using general education peers to instruct students with mental retardation in board game skills, an analysis of both the frequency and type of interaction was conducted. This analysis allowed us to evaluate whether training gains occurred, and gains were observed, it allowed us to determine if target students and peers engaged in primarily instructional or primarily social, reciprocal interactions. The results were analyzed via a multiple baseline, multiple probe single case experimental design. Implications for inclusion activities, generalization training, and social interactions are discussed.
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