This study assessed the effects of social interaction with nondisabled peers on the motor and social responses of two preschool children with severe disabilities in separate inclusive child care settings. A multiple baseline design across motor response was used to assess the effects of the peer training intervention. Peer training included direction and explanation, role play with trainer, role play with other peers, role play with puppets, and games modified to be affection activities. The children with disabilities showed overall increases in targeted motor responses, maintenance of social and motor behaviors, as well as generalization of social behavior to peers who were not trainers. This investigation provides evidence that when encouraged by peers, young children with severe disabilities can improve motor responses and that the opportunity for motor as well as social development exists in the typical play and socialization experiences found in child care settings. (Author/DB)