In a single-subject experimental design effects of social toys in a teacher-mediated comprehensive treatment on the social play of three preschool handicapped children was examined. The comprehensive treatment included imitative cooperative lesson plans, environmental structure, and teachers' in-service education. The children's baselines began with solitary play and rose to parallel play in the second comprehensive treatment when the. teachers made greatest use of appropriate prompting and reinforcement. These results illustrate the feasibility of teacher-mediated versus researcher-mediated efforts to enhance the social interaction of handicapped and nonhandicapped preschool children.
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