Abstract
Two types of school-based programs were implemented to facilitate the social integration of normal children and children with severe mental handicaps. The programs were a Special Friends program (Voeltz et al., 1983) and a Peer Tutoring program (Kohl, Moses, & Stettner-Eaton, 1984; Stainback, Stainback, & Hatcher, 1983). The dyadic social interactions that evolved during the course of these programs were compared in three contexts: (a) during the actual program, (b) during a free play session, and (c) during a tutorial session. Reciprocity and complementarity (i.e., the degree to which partners evidenced equal or disparate rates of certain behaviors) between members of each dyad were assessed. Results indicated that interactions occurring during Peer Tutor programs were highly unbalanced, whereas those occurring during Special Friends were balanced for some behaviors and unbalanced for others. Some of these differences were found to generalize to free play probe conditions. Social validation of these differences was obtained through questionnaires completed by teachers, observers, and the nonhandicapped children themselves. Implications for future integration and research are discussed.
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