Peer interactions in mainstreamed and specialized classrooms: a comparative analysis.
Explore the source record for details and available documents.
Child, Preschool↗
Biomedical subjects
J M Groom
Publications and source records attributed to J M Groom.
Pediatricians' perceptions of the effectiveness of early invention for at-risk and handicapped children.
To evaluate pediatricians' perceptions of the effectiveness of early intervention for handicapped and at-risk children, all board-certified pediatricians in the state of Ohio were surveyed. A detailed questionnaire was developed which included the use of brief but specific cases identifying eight different children with documented handicaps and two cases of children at developmental risk. Overall, the results indicated that pediatricians judged early intervention to produce at least a modest effect on children's general development and function. A more optimistic perspective was held for families in that involvement in early intervention was viewed as improving substantially the ability of families to cope with the problems of a handicapped or at-risk child and to provide a supportive and stimulating environment. However, perceptions of effectiveness did vary for specific disability and at-risk groups. The correspondence between perceived effectiveness and existing research findings also was discussed.
Adaptation, Psychological↗
The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups.
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 matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed.
Child, Preschool↗
Dyadic peer interactions of mildly delayed and nonhandicapped preschool children.
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.
Child, Preschool↗
Correlates of peer-related social competence of developmentally delayed preschool children.
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.
Child↗
The development, factor analysis, and revision of a client satisfaction form.
Community Mental Health Centers often include the client in evaluation of services through the use of comprehensive and lengthy client satisfaction surveys. However, the results are often uniformly positive across the many issues on the survey, suggesting that many items are redundant. A comprehensive client satisfaction survey form containing 33 items was developed and administered to 170 terminated clients of three mental health agencies. A factor analysis of the data revealed dimensions of Satisfaction with Services, Acceptability of Clinician, Impact of Services, and Dignified Treatment. Demographic variables were not correlated with the factors. The original survey was reduced to 10 items and a Comments block. The 10 items are representative of the four factors and also included selected aspects of the agencies' programs and administration. The revised form can be used in a wide range of mental health settings.
Adolescent↗
The correspondence between temperament and peer interactions for normally developing and mildly delayed preschool children.
The correspondence between temperament characteristics based on the Behavioural Style Questionnaire and the peer relations of normally developing and mildly developmentally delayed preschool-age children was examined in this study. Measures of the peer relations of 64 3- and 4-year-old boys were obtained through an analysis of children's social interactions in a series of specially designed playgroups. Maternal temperament ratings were found to be similar for the younger (3-year-olds) and older (4-year-olds) normally developing children as well as for the mildly delayed group (4-year-olds). Multiple regression analyses indicated that maternal-rated temperament dimensions of persistence and activity level were associated in a logical pattern with both the positive and negative aspects of children's peer relations. Issues related to the construct validity and situation-specificity of the temperament measure were discussed.
Child, Preschool↗