Michael J. Guralnick

Learn More
Young children with developmental (cognitive) delays experience unusual difficulties in establishing relationships with their peers and developing friendships. A conceptual model of children’s peer-related social competence is presented by identifying information-processing and emotional regulation processes governing the production of social strategies(More)
The immediate effects of mainstreamed and specialized settings on the peer interactions of preschool children with and without developmental delays were examined. Mainstreamed and specialized playgroups were established involving unacquainted peers and using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week(More)
An analysis of the current state of our knowledge of the effectiveness of early intervention for children at risk and for those with established disabilities was provided. A model focused on children's cognitive development was presented in which early intervention is placed firmly within a developmental framework. Both short- and long-term effects, the(More)
Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were(More)
The effectiveness of early intervention programs for children with developmental disabilities and for children at biologic risk was reviewed and analyzed. A general pattern indicating important effects of early intervention programs was noted, with effect sizes averaging between one-half and three-quarters of a standard deviation. The ability of early(More)
Community-based peer social networks of young boys with developmental delays and parental arranging and monitoring of their child's peer contacts were examined. Comparisons were made to matched groups of children who were developing typically and to children with communication disorders. Results showed more limited peer social networks for both groups of(More)
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(More)
The peer-related social interactions of preschool-age children with communication disorders were compared to those of normally developing chronological age-mates. All children were previously unacquainted with one another and participated in a series of short-term play groups. Differences between the 2 groups emerged primarily in terms of overall social(More)
BACKGROUND It has been well established that heterogeneous groups of young children with mild intellectual disability are at considerable risk of becoming socially isolated from their peers in school, home and community settings. METHOD Matched groups of young children with and without Down's syndrome (DS) were compared in terms of the children's(More)