Ann Rogers-Warren

Playing and Learning Together: Patterns of Social Interaction in Handicapped and Nonhandicapped Children

Two projects at the Kansas Early Childhood Institute have investigated characteristics of social interaction by handicapped, at-risk, and nonhandicapped children. The first project examined patterns of social interaction and play behavior among children in an integrated classroom. Four Downs syndrome and four nonhandicapped subjects were observed longitudinally. Results indicated that handicapped and nonhandicapped children preferred the same types of activities. Handicapped children most frequently selected handicapped playmates, and nonhandicapped children selected nonhandicapped playmates. Handicapped subjects spent more time engaged in solitary play than nonhandicapped subjects. The second project described the specific social skills and interaction parameters exhibited by normal, at-risk, and handicapped preschoolers in a mainstreamed classroom. Handicapped children typically showed delays in social interaction skills commensurate with their general developmental delay; however, there was considerable variability across all types of subjects. Results from three types of intervention procedures suggested that altering either the settings or consequences for social interaction will result in increased interactions.

The Social Basis of Language and Communication in Severely Handicapped Preschoolers

This paper proposes that primary social relationships between child and caregiver are a critical context for language learning. Language is viewed as one behavior on a continuum of communication behaviors, all of which stem from early social interactions. Current assumptions about the nature of language and the processes involved in language learning are discussed. Particular attention is given to the effects of severe handicaps on the social processes underlying language acquisition. Recent studies of mother-child interaction and incidental language teaching are cited in support of this viewpoint. A model for communication intervention based on progressive teaching exchanges is proposed.

Behavioral ecology in classrooms for young, handicapped children

Ann K. Rogers-Warren, PhD Research Associate Rureau of Child Research Department of Human Development University of Kansas Lawrence, Kansas ALTHOUGH there has been a great deal of progress in the last 15 years in the development of curricula and comprehensive service programs for young, handicapped children, the technology for efficient and effective intervention with all handicapped children is not yet complete. One aspect of programming that has not been explored fully is the design of classroom and treatment settings to facilitate learning and service delivery. Federal, state, and local health requirements provide minimal guidance in designing classroom settings by regulating classroom size, sanitation conditions, and number of staff. Such regulations offer no directions for creating environments that are supportive of handicapped children and their teachers. Environmental arrangement has a rich folklore of common-sense suggestions shared formally (in textbooks) and informally through generations of teachers. Many of these suggestions are excellent; however, few are data based. No experimental study has investigated the