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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on January 1, 1997. The length of the article is 6267 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on January 1, 1997. The length of the article is 6267 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: The promotion of friendship development for children with disabilities is now considered a primary educational goal. Peer-mediated interventions have been used successfully to increase social interaction between children with and without disabilities, although implementation has usually been restricted to play time. We investigated the effects of alternative strategies that included pairing four children with disabilities with several trained peers ("buddies") during a variety of activities across the school dy and teaching interaction skills to 60th children with and without disabilities. Interactions between children with and without disabilities increased significantly after peer training; supplemental dyadic training resulted in minimal increases in responsiveness on the part of children with disabilities. This intervention appears to be a useful approach for promoting peer interactions, a prerequisite for the development of friendships in integrated preschools.

Citation Details
Title: Promoting interactions among preschoolers with and without disabilities: effects of a buddy skills-training program.
Author: Kris English
Publication: Exceptional Children (Refereed)
Date: January 1, 1997
Publisher: Council for Exceptional Children
Volume: v63 Issue: n2 Page: p229(15)

Distributed by Thomson Gale

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