Normal Preschool Children as Behavioral Models for Retarded Peers

Sex Differences in Social Development

“…Evidence exists which demonstrates that no significant increase in social tnteraction between children occurred under such circumstances (Cooke at al., 1977;Peters, Harris, & Busch, 1978), yet the formation of classrooms, including physically or intellectually deviant children and normal ones goes on. (Cruckshank, 1974;Verna & Verme, 1974).…”

“…Collectively, the available data suggest that preschool mainstreaming does more good than harm (Turnbull & Blancher-Dixon, 1980). For example, handicapped children nave learned both social and language skills from their normal classmates (Bricker, 1978;Cooke et al, 1977;Devoney et al, 1974;(iuralnick, 1976;Guralnick & Paul-Brown, 1977;Karnes & Lee, 1979;Neisworth & Madle, 1975;Nordquist & Bradley, 1973;O'Connor, 1969).…”

“…Indeed, much current research suggests that even under favorable conditions desirable social interaction patterns may-not occur for delayed children (Cooke, Apolloni, & Cooke, 1977;Peters, Harris, & Busch, 1978). In some instances, familiarity actually contributed to increased peer rejection (Ensher, Blatt, & Winschell, 1977).…”

Can children with severe learning difficulties be educated in ordinary schools?

“…Cooke, Appolone and Cooke (1977) and Peterson, Peterson and Scriven (1977) consider that children can 'model' socially appropriate behaviour and Guralnick (1976) argues that play becomes more normal in integrated settings. But Guralnick's later (1986) review highlights the minimal interaction between children with severe learning difficulties and normally developing children and that such interactions have some of the characteristics of adult-child rather than child-child interactions.…”

Prosocial Behaviors of Handicapped and Typical Peers In An Integrated Preschool

“…Yet typical children do not easily accept the handicapped children as friends (Madden & Slavin, 1983). Indeed, both nonhandicapped and handicapped peers have been found to imitate a nonhandicapped peer more frequently (Cooke, Apolloni & Cooke, 1977;Peterson et al, 1977). Rewarding models are imitated by preschoolers more than unrewarding models (Hartup & Coates, 1967).…”