Guralnick M J, Groom J M
University of Washington, Seattle 98195.
Am J Ment Defic. 1987 Sep;92(2):178-93.
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.
轻度发育迟缓但无残疾的3岁和4岁儿童在一系列二元游戏环节中被系统配对，以评估同伴身份对与同伴相关的社交和游戏行为重要方面的影响。轻度发育迟缓儿童与在发育水平上匹配的年幼无残疾儿童、在实际年龄上匹配的无残疾儿童以及其他轻度发育迟缓同伴配对。还安排了无残疾儿童的混合年龄和同年龄配对。结果表明，与其他轻度发育迟缓儿童配对相比，轻度发育迟缓儿童与无残疾的年长儿童配对时，其同伴互动有显著改善。与发育水平匹配的无残疾年幼儿童配对，对轻度发育迟缓儿童的同伴互动没有影响。无论同伴身份如何，无残疾儿童似乎都能保持一致的互动水平。讨论了根据无残疾年长儿童所扮演的指导角色对这些发现的解释及其发展意义。
