Teaching Retarded Preschoolers To Imitate the Free-Play Behavior of Nonretarded Classmates: Trained and Generalized Effects

Abstract

Two peer-imitation training procedures were applied to increase the imitation between retarded and nonretarded children in integrated preschool settings. Baseline observations revealed low rates of imitation and social interaction between retarded and nonretarded classmates under naturalistic conditions. A simple training procedure, consisting of adult-delivered prompts and social reinforcement, was employed to increase the retarded children's imitation of their nonretarded classmates' free-play behavior. Demonstrations of training effects were made utilizing both multi-element baseline and multiple baseline designs. Data collected under nontraining conditions indicated maintenance of peer-imitation effects. Increases in reciprocal social interaction between retarded and nonretarded children were also noted under taining and nontraining conditions.

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