Dyadic peer interactions of mildly delayed and nonhandicapped preschool children.

Abstract

Mildly developmentally delayed and nonhandicapped 3- and 4-year-old children were paired systematically in a series of dyadic play sessions to evaluate the effects of companion status on important aspects of peer-related social and play behavior. Mildly delayed children were paired with younger nonhandicapped children matched in terms of developmental level, with nonhandicapped children matched in terms of CA, and with other mildly delayed companions. Mixed-age and same-age pairings for the nonhandicapped children were also arranged. Results indicated that mildly delayed children's peer interactions improved substantially when paired with nonhandicapped older children in comparison to pairings with other mildly delayed children. Pairings with nonhandicapped younger children, although matched in terms of developmental level, had no influence on the peer interactions of mildly delayed children. Nonhandicapped children appeared to be able to maintain a consistent level of interaction irrespective of companion status. Explanations for these findings in terms of the directive role adopted by nonhandicapped older children and their developmental implications were discussed.