Dyadic interactions between children with and without mental retardation: effects of age discrepancy

Effects of age difference in dyadic relationships where one child was severely mentally retarded and the other was nonretarded were investigated. Interactions of 53 dyads were behaviorally coded in two situations: a free-play context and a teaching context. Behavioral data, teacher's reports, and nonretarded children's self-reports suggested that relationships were most balanced, symmetrical, fun, and engaging when partners were closer in age. The behavioral results were strongest in the teaching situation. These effects were discussed with respect to the obvious asymmetry implicit in relationships between children with very different levels of competency.