This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and…

A study compared the effects of social integration activities and group friendship activities in enhancing social relations with two preschoolers with disabilities in two inclusive classrooms. Results indicated differential benefits across the two approaches, suggesting a need to tailor the selection of interventions to the individual child's…

Two interventions (environmental modification and adult prompting) were evaluated for promoting conversations between three preschoolers with and six without disabilities. Three conditions were used: classroom baseline, theme boxes, and system of least prompts. Use of the system of least prompts produced increases in rates of conversation, turns…

Examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early-childhood settings. A model of factors that influence social integration and their interrelationships is presented as a means of organizing future integration…

Comments on "Assessing the Comfort Zone of Child Care Teachers in Serving Young Children with Disabilities" (Buysse and others) and discusses the social value of inclusion for young children with disabilities. Explores the use of social-validity assessment to evaluate inclusive placements and current training efforts. (CR)

This paper takes the position that many early childhood personnel embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. Discussion of policies and practices of inclusion as they may affect individual children and families serves as the basis for recommendations for fostering successful…

This commentary on a study that found the use of a system of least prompts produced increases in rates of conversations between preschoolers with and without disabilities discusses the absence of teaching promoting verbal behavior in the baseline condition and emphasizes the need for better teacher preparation and inservice education. (Author/CR)

This commentary on a study that found the use of a system of least prompts produced increases in rates of conversations between preschoolers with and without disabilities discusses the benefits of the hierarchical model of intervention that maximizes the usefulness of research to practitioners. (Author/CR)

Describes a model of comprehensive individualized support for young children (ages 24 to 48 months) with severe developmental disabilities, including autism, based on a triad of essential elements: (1) development of functional communication skills; (2) supported participation in socially inclusive environments; and (3) multifaceted family…