Article1977

Integrated Settings at the Early Childhood Level: The Role of Nonretarded Peers

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Behavioral and Psychological Studies Down syndrome and intellectual disability research Inclusion and Disability in Education and Sport

Abstract

Recent trends toward early intervention and mainstreaming have resulted in a growing number of preschool programs that integrate retarded and nonretarded children. These programs are generally based on the assumption that nonhandicapped peers function as behavioral models and/or reinforcing agents for handicapped youngsters within the context of positive social interaction. However, a review of relevant empirical literature indicates that such benefits do not necessarily result from integrated programing. This article discusses the implications of recent studies that have investigated procedures for structuring peer imitation and peer reinforcement at the preschool age level. Specific suggestions are offered for maximizing the potential benefits of integrated early childhood programs. Additionally, recommendations are made concerning research needs in this area.

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References

1996The principle of normalization in human services 1963Vicarious reinforcement and imitative learning.1974Behavior change : methodology, concepts, and practice 1975Behavior analysis, areas of research and application 1970Behavior modification in clinical psychology 1974AN EXPERIMENTAL ANALYSIS OF SOCIAL INTERACTION BETWEEN A BEHAVIORALLY DISORDERED PRESCHOOL CHILD AND HER CLASSROOM PEERS1 1972Behavior Analysis and Education.1976DEVELOPING POSITIVE SOCIAL‐EMOTIONAL BEHAVIORS: A STUDY OF TRAINING AND GENERALIZATION EFFECTS1

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1990Some Benefits Nonhandicapped Adolescents Perceive for Themselves from Their Social Relationships with Peers who Have Severe Handicaps 1983Benefits of mainstreaming at the early childhood level: How much can we expect?1978Teaching Retarded Preschoolers To Imitate the Free-Play Behavior of Nonretarded Classmates: Trained and Generalized Effects 1993EVALUATION OF A SOCIAL INTERACTION COACHING PROGRAM IN AN INTEGRATED DAY‐CARE SETTING 1986Using Single and Multiple Peers to Promote Social Interaction of Preschool Children with Handicaps

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