Abstract
This is an exploratory study to examine the effects of two commonly used training procedures ('individual training' and 'small-group training') to increase the retarded pre-schoolers' imitation of their nonretarded classmates' free play behaviour and positive social interaction in an "integrated" setting. The training procedures involved an adult delivering prompts and employing social reinforcement to encourage the retarded children's imitation, behaviour and positive social interaction. Results indicated that there was an increase in the retarded pre-schoolers' peer-imitation behaviour and positive social interaction. It is hoped that the results of the present study can serve as a basis for comparison with future investigations into the most effective teaching methods for retarded pre schoolers in an integrated setting.
| Keywords: | Physically Handicapped Preschoolers; Teaching Method; Evaluation; Integrated Kindergarten Services; Free-Play Behavior; Peer Imitation |
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