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• W321970520 abstract "Six preschool children with handicaps were placed in dyads to determine if a teacher-mediated intervention procedure designed to promote reciprocal interactions increased the number and mean length of initiation and response chains and generalized to classroom free play activities. Results indicated that children in all three dyads displayed yioticeable increases in the number and length of interactions during instruction but generalization varied among participants. Implications of these findings are discussed. The social exchanges which take place beciprocal exchanges are frequently brief and tween children with handicaps and their less complex than would be expected even peers have become the focus of much interest based on developmental age (Beckman, among researchers, educators, and practi1983; Lieber & Beckman, 1988; Odom & doners. Researchers, using a variety of differStrain, 1984; 1986; Strain, Odom, & McCon ent methodologies, have concluded that for nell, 1984). In fact, Strain, Kerr, and Rag many children with handicaps, social deficits land (1981) suggest that children with handi are apparent early in life and interfere with caps may extinguish the attempts of nonhan subsequent social development and peer indicapped children to interact by failing to teraction (Guralnick & Weinhouse, 1984; respond to initiations. Guralnick & Groom, 1985, 1987; Strain, Specifically, Guralnick and Weinhouse 1983). (1984) studied the peer related social interac In response to these findings, educators tions of 111 toddler and preschool children have been concerned with identifying behavwith delays. They found that only half of the ior patterns basic to a child's ability to engage social initiations received a response from an in social interaction. One such component of other child and that even these rarely lead to social interaction is the ability to engage in longer social exchanges. Likewise, Beckman reciprocal exchanges (i.e., to initiate and/or (1983) compared the social interactions of continue interaction in which the general nonhandicapped preschoolers with those of theme of discourse is maintained over succespreschoolers with moderate and severe handi sive turns). The importance of reciprocal excaps and found that older, nonhandicapped change has long been considered a vital compreschoolers engaged in the most initiation ponent between young children and their and response chains, followed by younger, peers (Strain & Shores, 1977). Recent investinonhandicapped children, and then children gations have found that children with handiwith moderate handicaps. Children with se caps have difficulty engaging in spontaneous vere handicaps did not engage in any initia reciprocal exchanges and those observed retion and response chains. These studies suggest the need to develop intervention techniques to facilitate the abil The authors wish to thank Robin Dobrykowski ity of children with handicaps to engage in and Deanne Clemmons for data collection and the reciprocal interactions. The purpose of this staff, children, and families at the Montgomery stud was tQ deyd a traini dure de_ Preschool Achievement Center for their coopera, , ■ , , , r , r signed to increase the number and length of tion a d support. . . . . , ... , •„ ■ • initiation and response chains between chil Correspondence concerning this manuscript . r should be addressed to Frances L. Kohl, Ph.D., dren with handicaps. Specifically, four ques The University of Maryland, Collegeof Education, tions were addressed: Department of Special Education, College Park, 1 • Does a teacher-mediated intervention MD 20742. procedure designed to promote recipro 258 / Education and framing in Mental Retardation-September 1990 This content downloaded from 207.46.13.112 on Mon, 03 Oct 2016 05:06:09 UTC All use subject to http://about.jstor.org/terms" @default.
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• W321970520 title "The Effects of Directed Play on the Frequency and Length of Reciprocal Interactions with Preschoolers Having Moderate Handicaps." @default.
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