The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in…

The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on…

Comparison of instructional versus non-instructional roles on the interactions of general education high school students and their peers with disabilities found that during the non-instructional role condition, students engaged in more social-related than activity-related interactions, discussed a greater variety of conversational topics, and…

The behavior patterns of 6 handicapped children and 14 nonhandicapped children were recorded during participation in a model developmental-interactive based curriculum for preschool children. Interactions were recorded using the Coping Analysis Schedule for Educational Settings. Among findings were the following: the consistently high occurrence…

An intensive, naturalistic, observational study was conducted of a preschool class which integrated eight handicapped and five nonhandicapped children. An attempt was made to identify social and physical settings which maximized interaction among members of the two groups. Observations (N=2,306) of the social and play behaviors were recorded over…

The article reports on two effective peer intervention strategies for handicapped children with social deficits. In the first, nonhandicapped children are taught to use interaction promoting strategies and in the second, handicapped and nonhandicapped children are taught sociodramatic play scripts which encourage interaction during free play.(DB)

In a microanalysis of the behaviors of examiners and handicapped children during videotaped testing sessions, handicapped students performed better with familiar examiners than with unfamiliar examiners. The children spoke significantly more often and longer when tested by familiar examiners who exercised more frequent and longer intervals of…

The article describes an alternative approach to team training in special education which emphasizes transactional and ecological perspectives. Components, problems, and eight-year evaluation data on the approach are discussed. (CL)

To address the need for objective evaluation of parent-child interactions, the investigators created a taxonomy of interactional behaviors used by parents and preverbal/early verbal children. Based on statistical analysis, the taxonomy was shortened to include only those objective behaviors that were highly correlated with the overall subjective…

This bibliography focuses on the impact of caregiver-infant interaction as a basis for child development. The bibliography is divided into five sections: (1) factors which influence the quality of interactions, (2) components of parent-child interactions, (3) comparison of interaction patterns of children with normal and delayed development, (4)…

An instrument, "The Teacher Student Interaction Analysis," was developed to supply direct observation data on the number and kinds of teacher/student interactions and display data visually. The paper describes the instrument, summarizes field testing procedures and outcomes, and illustrates analysis outcomes. (Author/DB)

An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)

This study first classified empirical measures that have been used to assess the social integration of employees with disabilities. It then aggregated findings describing social interaction patterns in employment. Ten categories of measures of social interaction were identified and occurrence of social interaction was found to vary by…

The handicapped and nonhandicapped children changed differentially over time in their solitary activities and dominant interactions and in their interaction with handicapped and nonhandicapped peers, but these changes all moved in the direction of making the two groups less distinguishable. (Author/SBH)

The literature is reviewed on sibling relationships involving a child who is handicapped. An analysis of interaction patterns for nonhandicapped children is also provided. Factors contributing to a sibling's adjustment include family size, socioeconomic status, and characteristics of the child who is handicapped. Potential instructional roles of…