The effects of fifth graders' socially directed behavior on motor and social responses of children with severe multiple handicaps.
Two elementary-aged boys with severe, multiple handicaps participated in social play activities with nonhandicapped fifth graders. Increases in all participants' socially directed behavior were observed consistent with teachers' instructions to play together. In addition to social behavior increases, both boys with handicaps showed increases in targeted motor responses when interacting with the fifth graders. Donald, for example, substantially increased the amount of extended arm reaching and grasping/manipulating. David increased the amount of time he kept his head in either a full or partially upright position. The results of the investigation are considered in terms of extending the positive outcomes of handicapped-nonhandicapped peer social interactions.
Brady
M P
MP
Department of Educational Psychology, University of Houston, TX 77204-5874.
Martin
S
S
Williams
R E
RE
Burta
M
M
D000293:Adolescent; D001143:Arousal; D002648:Child; D006233:Persons with Disabilities / Q000523:psychology*; D006801:Humans; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D008297:Male; D009043:Motor Activity; D009048:Motor Skills; D010379:Peer Group; D012919:Social Behavior; D012931:Social Environment