Interactions between peers with and without severe handicaps: dynamics of teacher intervention

The impact of teachers' verbal interventions upon the dyadic social interactions between 40 elementary school children with severe mental retardation and their regular-education peers was investigated. All interactions occurred in the context of a structured program designed to facilitate social interactions. Half of the dyads were further instructed in specific cooperative play behavior. Students' and teachers' behaviors were coded. Results showed that the intervention initially positively affected various social play behavior; however, these effects diminished or reversed themselves as the intervention continued. The possibility was discussed that early teacher intervention may improve interactions between peers with and without severe handicaps but should be withdrawn over time, allowing students to resolve interpersonal difficulties on their own.