A major benefit of integration of severely handicapped students into regular school programs and activities is that it often allows for interactions to occur between severely handicapped and nonhandicapped students. This article reviews recent research concerning interactions in integrated settings between severely handicapped and nonhandicapped students. It also examines those studies that discuss interactions between severely handicapped students and their mildly handicapped as well as nonhandicapped peers. Also included is a discussion of possible future research directions.
McHaleS.Social interactions of autistic and nonhandicapped children during free play. Manuscript submitted for publication, 1981.
2.
BrickerD. D.A rationale for the integration of handicapped and nonhandicapped school children. In GuralnickM. J. (Ed.), Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press, 1978.
3.
BrownL.BranstonM. B.Hamre-NietupskiS.JohnsonF.WilcoxB.GruenewaldL.A rationale for comprehensive longitudinal interactions between severely handicapped students and nonhandicapped students and other citizens. AAESPH Review, 1979, 4 (1), 3–14.
4.
BurtonT.HirshorenA.The education of severely and profoundly retarded children: Are we sacrificing the child to the concept?Exceptional Children, 1979, 45, 598–602.
5.
BurtonT.HirshorenA.The focus of responsibility for education of the severely and profoundly retarded. Psychology in the Schools, 1978, 15, 52–56.
6.
EgelA.RichmanG.KoegelR.Normal peer models and autistic children's learning. Journal of Applied Behavior Analysis, in press.
7.
FredericksH. D.BaldwinV.GroveD.MooreW.RiggsC.LyonsB.Integrating the moderately and severely handicapped preschool child into a normal day care setting. In GuralnickM. (Ed.), Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press, 1978.
GuralnickM. J.The social behavior of preschool children at different developmental levels: Effects of group composition. Journal of Experimental Child Psychology, in press.
10.
GuralnickM. J.The value of integrating handicapped and nonhandicapped preschool children. American Journal of Orthopsychiatry, 1976, 46, 236–245.
11.
GuralnickM. J.Paul-BrownD.Functional and discourse analysis of nonhandicapped preschool children's speech to handicapped children. American Journal of Mental Deficiency, 1980, 84, 444–454.
12.
GuralnickM. J.Paul-BrownD.The nature of verbal interactions among handicapped and nonhandicapped preschool children. Child Development, 1977, 48, 254–260.
13.
HaringN.Recent gains and innovations in the education of severely and profoundly handicapped. In YorkR.EdgarE. (Eds.), Teaching the severely handicapped (Vol. 4). Seattle: AAESPH, 1979.
14.
McHaleS.SimeonssonR. J.Effects of interaction on nonhandicapped children's attitudes toward autistic children. American Journal of Mental Deficiency, 1980, 85, 18–24.
15.
PorterR. H.RamseyB.TremblayA.IaccoboM.CrawleyS.Social interactions in heterogeneous groups of retarded and normally developing children: An observational study. In SackettG. P.HaywoodH. C. (Eds.), Observing behavior, (Vol, 1: Theory and applications in mental retardation). Baltimore: University Park Press, 1978.
16.
QuilitchH. R.RisleyT. R.The effects of play materials on social play. Journal of Applied Behavior Analysis, 1973, 6, 573–578.
17.
RussoS.KoegelR.A method for integrating the autistic child into a normal public school classroom. Journal of Applied Behavior Analysis, 1977, 10, 579–590.
18.
RyndersJ.JohnsonR.JohnsonD.SchmidtB.Producing positive interaction among Down's Syndrome and nonhandicapped teenagers through cooperative goal structuring. American Journal of Mental Deficiency, 1980, 85, 268–273.
19.
SailorW.HaringN.Progress in the education of the severely profoundly handicapped. In HaringN.BricklerD. (Eds.), Teaching the severely handicapped (Vol. 3). Seattle: AAESPH, 1978.
20.
SimpsonR.Modifying the attitudes of regular class students toward the handicapped. Focus on Exceptional Children, 1980, 13, 1–11.
21.
StainbackS.StainbackW.Educating children with severe maladaptive behaviors. New York: Grune & Stratton, 1980.
22.
StainbackW.StainbackS.JabenT.Providing opportunities for interaction between severely handicapped and nonhandicapped students. Teaching Exceptional Children, 1981, 13, 72–75.
23.
StainbackW.StainbackS.The need for research on training nonhandicapped students to interact with severely handicapped students. Education and Training of the Mentally Retarded, in press.
24.
StrainP. S.FoxJ. E.Peers as therapeutic agents for isolate classmates. In KazdinA. E.LaheyB. B. (Eds.), Advances in Child Clinical Psychology, Vol. 4, in press.
25.
StrainP.KerrM.Modifying children's social withdrawal: Issues in assessment and clinical intervention. In HersenM.EislerR.MillerP. (Eds.), Progress in behavior modification (Vol. II). New York: Academic Press, in press.
26.
StrainP. S.KerrM. M.RaglandE. U.Effects of peer-mediated social initiations and prompting/reinforcement procedures on social behavior of autistic children. Journal of Autism and Developmental Disorders, 1979, 9, 41–54.
27.
VanHoutenR.Social validation: The evolution of standards of competency for target behaviors. Journal of Applied Behavior Analysis, 1979, 12, 581–591.
28.
VoeltzL. M.Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 1980, 84, 455–464.
