Guralnick M J, Connor R T, Hammond M, Gottman J M, Kinnish K
Center on Human Development and Disability, University of Washington, Seattle 98195-7920, USA.
Am J Ment Retard. 1996 Jan;100(4):359-77.
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 playgroup, the social and play interactions of each child were observed during a designated free-play period. Peer sociometric ratings also were obtained. Results indicated higher levels of peer interactions in mainstreamed settings for both typically developing children and children with developmental delays. The immediate impact of mainstreamed settings appeared to be attributed to the social demands and higher interaction levels of the former group. Children with developmental delays were not fully accepted nor totally socially integrated based on sociometric measures and behavioral indices of peer preferences. Implications of these findings for developing intervention programs to maximize children's peer-related social competence was discussed.
研究了主流化环境和特殊环境对有或无发育迟缓的学龄前儿童同伴互动的即时影响。建立了主流化和特殊游戏小组，小组成员为互不相识的同伴，并采用了一种确保儿童和家庭特征适当匹配的方法。对于每个为期两周的游戏小组，在指定的自由游戏时间观察每个孩子的社交和游戏互动。还获得了同伴社会测量评分。结果表明，对于发育正常的儿童和有发育迟缓的儿童，主流化环境中的同伴互动水平更高。主流化环境的即时影响似乎归因于前一组的社会需求和更高的互动水平。根据社会测量指标和同伴偏好的行为指标，有发育迟缓的儿童并未被完全接受，也没有完全融入社会。讨论了这些发现对制定干预计划以最大限度提高儿童与同伴相关的社会能力的意义。
