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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 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)
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)
This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in(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)
Techniques for facilitating alphabet letter discrimination were investigated within the framework of distinctive feature and attention theory. To compare the effectiveness of three instructional procedures for emphasizing distinctive features, experimenters gave separate groups of children either distinctive-feature training, high-lighting of the features,(More)
The peer-related social interactions of 33 developmentally delayed preschool children were examined. Measures of social participation and individual social behaviors were obtained during free-play periods and correlated with assessments of language development, MA, and teacher-rated social competence and behavior problems. Results suggested the existence of(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)
The focus of this chapter is on family patterns of interaction that influence the social and intellectual competence of young children. It is the development of social and intellectual competencies that enables children to pursue their own goals as effectively as possible and to do so in the context of larger family values, expectations, and routines. Of(More)