Guralnick M J, Groom J M
Am J Ment Defic. 1985 Sep;90(2):140-50.
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 major deficits in peer-related social interactions for delayed children and the absence of specific individual social behaviors highly associated with peer-related social competence. Mental age was positively correlated with social play but unrelated to not playing at all. Although language comprehension was related to social interaction, expressive language did not correlate with any of the key measures. Teacher-rated behavior problems were associated with not playing, even when MA was controlled. Findings were discussed in terms of the congruence between the developmental processes of normally developing and delayed children as well as their clinical implications.
对33名发育迟缓的学龄前儿童与同伴相关的社会互动进行了研究。在自由游戏期间获得了社会参与度和个体社会行为的测量数据，并将其与语言发展、心理年龄以及教师评定的社会能力和行为问题评估进行了关联。结果表明，发育迟缓儿童在与同伴相关的社会互动中存在重大缺陷，并且不存在与同伴相关的社会能力高度相关的特定个体社会行为。心理年龄与社交游戏呈正相关，但与完全不参与游戏无关。虽然语言理解与社会互动有关，但表达性语言与任何关键测量指标均无关联。即使在控制了心理年龄的情况下，教师评定的行为问题仍与不参与游戏有关。从正常发育儿童和发育迟缓儿童的发育过程之间的一致性及其临床意义方面对研究结果进行了讨论。
