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Topics in Early Childhood Special Education
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Social-Communicative Interactions of Preschool Children with Developmental Delays in Integrated Settings

An Exploratory Study

Mary A. Reynolds

Glenrose Rehabilitation Hospital

Gary Holdgrafer

The University of Alberta

This exploratory study compared the social-communicative performance of six preschool children with developmental delays during free play in both mainstream and reverse integration program settings. It included an analysis of attention-getting devices as a strategy for optimizing the success of social-communicative interactions. Performance was similar across settings. Neither setting appeared to promote adequate rates of initiating and responding. The use of attention-getting devices by children and conversational partners increased the number of successful interactions and should be encouraged as an intervention strategy regardless of integration setting.

Topics in Early Childhood Special Education, Vol. 18, No. 4, 235-242 (1998)
DOI: 10.1177/027112149801800406
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