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.