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Journal of Early Intervention
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Playing and Learning Together: Patterns of Social Interaction in Handicapped and Nonhandicapped Children

Ann K. Rogers-Warren

Kansas Early Childhood Institute, University of Kansas, Lawrence

Ted R. Ruggles

Kansas Early Childhood Institute, University of Kansas, Lawrence

Nancy L. Peterson

Kansas Early Childhood Institute, University of Kansas, Lawrence

Alita Y. Cooper

Kansas Early Childhood Institute, University of Kansas, Lawrence

Two projects at the Kansas Early Childhood Institute have investigated characteristics of social interaction by handicapped, at-risk, and nonhandicapped children. The first project examined patterns of social interaction and play behavior among children in an integrated classroom. Four Down's syndrome and four nonhandicapped subjects were observed longitudinally. Results indicated that handicapped and nonhandicapped children preferred the same types of activities. Handicapped children most frequently selected handicapped playmates, and nonhandicapped children selected nonhandicapped playmates. Handicapped subjects spent more time engaged in solitary play than nonhandicapped subjects. The second project described the specific social skills and interaction parameters exhibited by normal, at-risk, and handicapped preschoolers in a mainstreamed classroom. Handicapped children typically showed delays in social interaction skills commensurate with their general developmental delay; however, there was considerable variability across all types of subjects. Results from three types of intervention procedures suggested that altering either the settings or consequences for social interaction will result in increased interactions.

Journal of Early Intervention, Vol. 3, No. 1, 56-63 (1981)
DOI: 10.1177/105381518100300109
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