Integrated Settings at the Early Childhood Level: The Role of Nonretarded Peers

Abstract

Recent trends toward early intervention and mainstreaming have resulted in a growing number of preschool programs that integrate retarded and nonretarded children. These programs are generally based on the assumption that nonhandicapped peers function as behavioral models and/or reinforcing agents for handicapped youngsters within the context of positive social interaction. However, a review of relevant empirical literature indicates that such benefits do not necessarily result from integrated programing. This article discusses the implications of recent studies that have investigated procedures for structuring peer imitation and peer reinforcement at the preschool age level. Specific suggestions are offered for maximizing the potential benefits of integrated early childhood programs. Additionally, recommendations are made concerning research needs in this area.

Teaching Retarded Preschoolers To Imitate the Free-Play Behavior of Nonretarded Classmates: Trained and Generalized Effects

“…Retarded children are expected to profit from exposure to developmentally typical peer-models and from numerous opportunities to learn adaptive ways to socially interact with nonretarded peers (Bricker & Bricker, 1972). Still, direct observation research on the efficacy of integrated programming (Guralnick, 1976;Snyder, Apolloni, & Cooke, 1977;Wynne, Ulfelder, & Dakof, 1975) has not substantiated that positive outcomes necessarily result from such arrangements. Observers of integrated preschool settings have consistently noted minimal levels of peer imitation and interaction between handicapped and nonhandicapped classmates (Allen, Benning, & Drummond, 1972).…”

Normal Peer Models and Autistic Children's Learning

“…These behaviors have included sharing (Elliot & Vasta, 1970;Hartup & Coates, 1967;Igelmo, 1976); sex role behaviors (Kobasigawa, 1968;Miran, 1975); self-reinforcement (Bandura & Kupers, 1964); problem-solving (Clark, 1965;Debus, 1970;Ridberg, Parke, & Hetherington, 3 1981, 141, 3-12 NUMBER I (SPRING 198 1) 1971); and emotional behaviors (Bandura, Grusec, & Menlove, 1967;Bandura & Menlove, 1968). The beneficial effects of peer modeling with normal children has invited serious consideration of the possibility that such models might also facilitate learning in handicapped children (Snyder, Apolloni, & Cooke, 1977). Only recently, however, has this concept received any empirical support (Apolloni, Cooke, & Cooke, 1976; Barry & Overman, 1977;Peterson, Peterson, & Scriven, 1977;Rauer, Cooke, & Apolloni, 1978;Talkington, Hall, & Altman, 1973 Varni, Lovaas, Koegel, and Everett (1979) found that very low functioning autistic children acquired only a small portion of adult modeled responses.…”

Research on Social Integration: What Are The Problems?

“…Jenkins et al (1989) suggested that "children may acquire age-appropriate skills by observing and imitating developmentally advanced peers in their classes" (p. 420). Imitation effects were also reported by Snyder et al (1977), the expectation being that children with disabilities will imitate the acceptable behaviours of nondisabled children. Moreover, Jenkins et al (1989) suggested that social integration "may be the variable that mediates developmental or educational outcomes for young children with handicaps in an integrated setting" (p. 421).…”

“…Firstly, in a rationale for integration Bricker (1978) identified the potential for changes in societal attitudes towards people with disabilities if children with disabilities are educated in mainstream settings. Snyder, Apolloni, and Cooke (1977) agreed that early integration "may result in the development of an early attitude of acceptance and understanding by the nonretarded for those different from themselves" (p. 265). Secondly, from a psychological perspective, integration may stimulate further development of children with disabilities (Bricker, 1978;Odom, Deklyen, & Jenkins, 1984).…”