A descriptive analysis of developmental and social gains of children with severe disabilities in segregated and inclusive preschools in Southern Ontario

Early Childhood Research Quarterly

Volumn 13, Issue 1, 1998, Pages 49-65

  Hundert, Joel ^a   Mahoney, Bill ^b   Mundy, Faith ^b   Vernon, Mary Lou ^b  

^a HAMILTON HEALTH SCIENCES   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032325570     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(99)80025-8     Document Type: Article

References (42)

1. Baer, R. A., Williams, J. A., Osnes, P. G., & Stokes, T. F. (1984). Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal corresponding training. Journal of Applied Behavior Analysis, 17, 429-440.
2. Bailey, D. B. Jr., & Wolery, M. (1984). Teaching infants and preschoolers with handicaps. Columbus, Ohio: Charles E. Merrill.
3. Bagnato, S. J., & Neisworth, J. T. (1991). Assessment for early intervention: Best practices for professionals. New York: Guilford Press.
4. Bagnato, S .J., Neisworth, J. T., Gordon, J., & McCloskey, G. (1989). System to plan early childhood services. Circle Pines, MN: American Guidance Service.
5. Beckman, P. J., & Kohl, A. K. (1984). The effects of social and isolate toys on the interactions and play of inclusive and noninclusive groups of preschoolers. Education and Training of the Mentally Retarded, 19, 169-174.
6. Bricker, D. D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
7. Bricker, D. D., Buder, M. B. & Bailey, E. (1982). Developmental integration of preschool children. Analysis and Intervention in Developmental Disabilities, 2, 207-222.
8. Bricker, D. D., & Sheehan, R. (1981). Effectiveness of an early intervention program as indexed by measures of child change. Journal of the Division for Early Childhood, 4, 11-28.
9. Burstein, N. (1986). The effects of classroom organization on mainstreamed preschool children. Exceptional Children, 52, 425-434.
10. Buysse, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in inclusive and segregated settings: A review of comparative studies. The Journal of Special Education, 26, 434-461.
11. Chandler, C. L. (1991). Strategies to promote physical, social, and academic integration in a mainstream kindergarten. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 305-331). Silver Springs, MD: National Association of School Psychologists.
12. Cohen, J. ( 1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.
13. Cole, D. A. & Meyer, L. H. (1986) Interactions between peers with and without severe handicaps: Dynamics of teacher intervention. American Journal of Mental Deficiency, 91, 160-169.
14. Cole, K, N, Mills, P. E., Dale, P. S., & Jenkins, J. R. (1991). Effects of preschool integration for children with disabilities. Exceptional Children, 58, 36-45.
15. Editorial Board of the APA Division 33 (1996). Definition of mental retardation. In. J. W. Jacobson & J. A. Mulick (Eds.), Manual of diagnosis and professional practice in mental retardation. (pp. 13-53). Washington, DC: American Psychological Association.
16. Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.
17. Grossman, H. J. (Ed.). (1983). Classification in mental retardation. Washington D.C.: American Association on Mental Deficiency.
18. Guralnick, M. J., & Groom, J. M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54, 415-425.
19. Guralnick, M. J. & Weinhouse, E. (1984). Peer-related social interaction of developmentally delayed young children: Development and characteristics. Developmental Psychology, 20, 815-827.
20. Harris, S. L., Handleman, J. S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in language development among autistic and peer children in segregated and inclusive preschool settings. Journal of Autism and Developmental Disorders, 20, 23-31.
21. Honig, A. S. & McCarron, P. A. (1988). Prosocial behaviors of handicapped children and typical peers in an inclusive preschool. Early Child Development and Care, 33, 113-125.
22. Hundert, J., & Hopkins, B. (1992). Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in inclusive preschools. Journal of Applied Behavior Analysis, 25, 385-400.
23. Hundert, J., Mahoney, B., & Hopkins, B. (1993). The relationship between the peer interaction of children with disabilities in inclusive preschools and resource and classroom teacher behaviors. Topics in Early Childhood Special Education, 13, 328-343.
24. Ipsa, J. (1981). Social interactions among teacher, handicapped children, and nonhandicapped children in a mainstreamed preschool. Journal of Applied Developmental Psychology, 1, 231-250.
25. Jenkins, J. R., Odom, S. L., & Speltz, M. L. (1989). Effects of social integration on preschool children with handicaps. Exceptional Children, 55, 420-42
26. Jenkins, J. R., Speltz, M. L. & Odom, S. L. (1985). Integrating normal and handicapped preschoolers: Effects on child development and social interaction. Exceptional Children, 52, 7-18.
27. Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
28. Lamorey, S., & Bricker, D. D. (1993). Inclusive programs: Effects on young children and their parents. In C. A. Peck, S. L. Odom, & D. D. Bricker (Eds.), Integrating young children with disabilities into community programs (pp. 249-270). Baltimore: Paul H. Brookes.
29. Luckasson, R., Coulter, D. L., Polloway, E. A., Reiss, S., Schalock, R. L., Snell, M. E., Spitalnik, D. M., & Stark, J. A. (1992). Mental retardation: Definition, classification, and system of supports. Washinton, D.C.: American Association on Mental Retardation.
30. McEvoy, M. A., Nordquist, V. M., Twardosz, S., Heckaman, K. A., Wehby, J. H., & Denny, R. K. (1988). Promoting autistic children's peer interaction in an inclusive setting using affection activities. Journal of Applied Behavior Analysis, 21, 193-200.
31. Newborg, J., Stock, J., Wnek, J., Guidubaldi, J., & Svinicki, C. (1984). The Battelle Developmental Inventory: Examiner's Manual Allen, TX: Developmental Learning Materials.
32. Odom, S. L., Bender, M. K., Stein, M. L., Doran, L. P., Houden, P. M., McInnes, M., Gilbert, M. M., Deklyen, M., Speltz, M. L., & Jenkins, J. R. (1988). The integrated preschool curriculum. Seattle: University of Washington.
33. Odom, S. L. & McEvoy, M. A. (1988). Integration of young children with handicaps and normally developing children. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants & children with handicap (pp. 241-268). Baltimore: Paul H. Brookes.
34. Peck, C. A., Palyo, W. P., Bettencourt, B., Cooke, T. P., & Apolloni, T. (1988). An observational study of partial integration of handicapped students in a regular preschool. Journal of Research and Development in Education, 21, 1-4.
35. Rule, S., Stowitschek, J. J., Innocenti, M., Striefel, S., Killoran, J., Swezey, K., & Boswell, C. (1987). The social integration program: An analysis of the effects of mainstreaming handicapped children into day care centers. Education and Treatment of Children, 10, 175-192.
36. Sainato, D. M., & Carta, J. J. (1992). Classroom influences on the development of social competence in young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities (pp. 93-109). Baltimore: Paul H. Brookes
37. Schriebman, L, Stahmer, A. C., & Pierce, K. (1996). Alternative applications of pivotal response training: Teaching symbolic play and social interaction skills. In L. K. Koegel, R. L. Koegel, & Dunlap, G. (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 353-371). Baltimore: Paul H. Brookes.
38. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service, Inc.
39. White, B. N. (1980). Mainstreaming in grade school and preschool: How the child with special needs interacts with peers. In I. M. Field (Ed.), High risk infants and children. New York: Academic Press.
40. White, O., Edgar, G., Haring, N. G., Affleck, J., Hayden, A. H., & Bendersky, M. (1981). Uniform Performance Assessment System. Columbus, Ohio: Charles E. Merrill, 1981.
41. Wolery, M., Hokombe-Ligon, A., Brookfield, J., Huffman, K., Schroeder, C., Martin, C., Venn, M., Werts, J., & Fleming, L. (1993). The extent and nature of preschool mainstreaming: A survey of general early educators. Journal of Special Education, 27, 222-234.
42. Zigler, E., Hodapp, R. M & Edison, M. R. (1990). From theory to practice in the care and education of mentally retarded individuals. American Journal of Mental Retardation, 95, 1-12.