Facilitating Play in Children’s Peer Relationships: Are We Having Fun Yet?

Abstract

The teacher’s role as mediator of social play between severely or profoundly mentally retarded elementary school children and non-handicapped peers was investigated in the context of a structured peer-interaction program. Twenty-eight heterogeneous dyads from three integrated schools were given 2 weeks of either verbal instruction with modeling of cooperative play behavior (treatment) or noninstructional teacher attention (control), followed by 4 weeks of reduced teacher attention (maintenance). Results demonstrate the strong positive impact of the intervention upon the quality of relationships in the treatment group, as evidenced by both partners’ behaviors. Discovery of delayed or “sleeper” effects are discussed regarding the value of subsequent reduced teacher intrusion. Structured interaction programs are described as interim vehicles for normalizing heterogeneous relations, not as ends in themselves. The need for more ecologically valid research of naturally occurring relationships involving children with and without severe disabilities is highlighted.