Research: Integrating Handicapped and Nonhandicapped Preschool Children: Effects on Social Play

Wylie, Richard E.; Devoney, Catherine; Guralnick, Michael J.; Rubin, Helen

doi:10.1080/00094056.1974.10728208

Cited by 69 publications

(2 citation statements)

References 5 publications

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“…The ability for children to form relationships with peers is a vital component of children's social development (Guralnick, 1993;Rubin et al, 2015) and further highlights their need for social skills. Providing extra support may be required for typically developing children and their peers with special educational needs to increase their social skills within inclusive environments (Beckman, 1983;Wylie et al, 1974). In fact, implementing social skill programs in inclusive settings offers typically developing children and children with special needs both the opportunity to develop these skills (Taylor et al, 2002).…”

Section: Social Skillsmentioning

confidence: 99%

“…In addition, a gap in social skills has been noted between girls and boys at a young age, with boys generally lagging behind in this domain of development (DiPrete & Jennings, 2011). Due to this developmental gap, in part, many children may require extra support to fully develop these skills, both those with exceptionalities and their typically developing peers (Beckman, 1983;Wylie et al, 1974). Meta-analyses have found that social skills interventions are effective in increasing pro-social behaviors in children (Gresham, 2016).…”

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confidence: 99%

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Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program

Rhijn

Osborne

Ranby

et al. 2019

Child Care in Practice

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Peer-mediated interventions are highly effective strategies in supporting the development of social skills for young children; however, research has focused on how peer-mediated interventions are beneficial for children with social communication challenges such as Autism Spectrum Disorder. The goal of this study was to measure the efficacy of Stay, Play, & Talk for typically developing children in an inclusive child care setting to extend the use of the intervention beyond its previous focus on children with identified or suspected social communication challenges. Using pre-and post-intervention measures, social skills (communication, cooperation, empathy, and responsibility) increased significantly and problem behaviors (hyperactivity/inattention and internalizing behaviors) decreased significantly for children in the intervention group; whereas, their peers in the control group experienced significant increases in communication skills and bullying behaviors. These findings provide preliminary support for the efficacy of this peer-mediated intervention in supporting the development of social skills in typically developing young preschool-aged children.

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Section: Social Skillsmentioning

confidence: 99%

mentioning

confidence: 99%

Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program

Rhijn

Osborne

Ranby

et al. 2019

Child Care in Practice

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Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

Brinker¹,

Thorpe²

1984

ETS Research Report Series

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The Education for All Handicapped Children Act (P. L. 94–142) requires that all children have access to free appropriate public education in the least restrictive environment. As this law is applied to severely handicapped (SH) students, the requirements of an appropriate education may compete with the requirements of education in the least restrictive environment. The question addressed by this report is whether integration of SH students into regular schools can constitute a “least restrictive setting” without seriously compromising the appropriateness of the education offered. This project provided an initial empirical basis for considering the impact of integration in terms of educational improvement of SH students and attitudes of nonhandicapped (NH) students toward the handicapped. In addition, the evaluation was designed to examine factors at various levels of the educational process which might facilitate integration. These factors included information from the state district, school, teacher, and individual student assessments. Subjects were 245 severely handicapped students from 14 school districts located in 9 states. All students were in integrated school or community settings in which nonhandicapped students were present between 3 and 16 hours per week. The criterion for degree of integration was the observed rate of interaction between SH and NH students in schools evaluated. Multiple linear regression analysis was used to determine which information best predicted the rate of interaction between SH and NH students. Subsequently, the rate of interaction between SH and NH students was used to predict the proportion of educational objectives met by SH students. Finally, NH students' attitudes toward the handicapped in schools which were not integrated were compared to NH students' attitudes in integrated schools. Results indicated that severely handicapped students had more social opportunities for interacting with other students in integrated settings in comparison to these same students' opportunities when in segregated settings. NH students responded to more social bids from SH students in comparison to responses by other SH students. The best predictors of social behavior of SH students was the interactive behavior of other students. The rate of social interaction with nonhandicapped students accounted for a statistically significant (p < .025) proportion of objectives met on SH students' Individualized Educational Plans (IEP) when those SH students' functional abilities were statistically controlled as a covariate. NH students in integrated schools had more positive attitudes toward handicapped students in comparison to NH students from nonintegrated schools which were comparable in size, resources and SES. However, when attitudes measured at the beginning of the year were controlled statistically, it was found that NH students in integrated schools had less positive attitudes at the end of the year if SH students interacted more with other SH students when they were in integrated settin...

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Behavioral-Ecological Consultation to Day Care Centers

Twardosz

Risley

1982

Community Mental Health and Behavioral-Ecology

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Research: Integrating Handicapped and Nonhandicapped Preschool Children: Effects on Social Play

Cited by 69 publications

References 5 publications

Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program

Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program

Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

Behavioral-Ecological Consultation to Day Care Centers

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