Correlates of young children's interactions with classmates with disabilities

Early Childhood Research Quarterly

Volumn 13, Issue 1, 1998, Pages 67-86

  Okagaki, Lynn ^a   Diamond, Karen E ^b   Kontos, Susan J ^b   Hestenes, Linda L ^b  

^a PURDUE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032337718     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(99)80026-X     Document Type: Article

References (40)

1. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, D.C.: National Association for the Education of Young Children.
2. Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
3. Buysse, V. (1993). Friendships of preschoolers with disabilities in community-based child care settings. Journal of Early Intervention, 17, 380-395.
4. Conant, S. & Budoff, M. (1983). Patterns of awareness in children's understanding of disability. Mental Retardation, 21, 119-125.
5. Daly, T. (1993, April). "She gots a big crack in her head": What preschoolers know, think and feel about disabilities as a function of classroom type. Poster presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
6. Diamond, K. (1994). Evaluating preschool children's sensitivity to developmental differences. Topics in Early Childhood Special Education, 14, 49-63.
7. Diamond, K., & Hestenes, L. (1994). Preschool children's understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5, 301-309.
8. Diamond, K., & Hestenes, L. (1996). Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. Topics in Early Childhood Special Education, 16, 458-475.
9. Dunn, J. (1993). Young children's close relationships: Beyond attachment. Newbury Park, CA: Sage.
10. Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. New York: Cambridge University Press.
11. Esposito, B. G., & Reed, T. M., (1986). The effects of contact with handicapped persons on young children's attitudes. Exceptional Children, 53, 224-229.
12. Favazza, P. C., & Odom, S. L. (1996). Use of the Acceptance Scale to measure attitudes of kindergarten-age children. Journal of Early Intervention, 20, 232-248.
13. Giangreco, M. F. (1996). Extending the "Comfort Zone" to include every child. Journal of Early Intervention, 20, 206-208.
14. Green, A. L., & Stoneman, Z. (1989). Attitudes of mothers and fathers of handicapped children toward preschool mainstreaming. Journal of Early Intervention, 13, 292-304.
15. Guralnick, M. (1992). A hierarchical model for understanding children's peer-related social competence. In S. Odom, S. McConnell & M. McEvoy (Eds.), Social competence of young children with disabilities (pp. 37-64). Baltimore, MD: Paul Brookes Publishing Co.
16. Guralnick, M. J., & Groom, J. M., (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstream playgroups. Child Development, 58, 1556-1572.
17. Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996a). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100, 359-377.
18. Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996b). The peer relations of preschool children with communication disorders. Child Development, 67, 471-489.
19. Hanline, M. F. (1993). Inclusion of preschoolers with profound disabilities: An analysis of children's interactions. Journal of the Association for Persons with Severe Handicaps, 18, 28-35.
20. Hanline, M. F., & Fox, L. (1993). Learning within the context of play: Providing typical early childhood experiences for children with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 121-129.
21. Harper, L. V., & Huie, K. S. (1985). The effects of prior group experience, age, and familiarity on the quality and organization of preschoolers' social relationships. Child Development, 56, 704-717.
22. Harter, S. & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for young children. Child Development, 55, 1969-1982.
23. Hazard, A. (1983). Children's experience with, knowledge of, and attitude toward disabled persons. Journal of Special Education, 17, 131-139.
24. Hunt, J., & Paraskevopoulos, J. (1980). Children's psychological development as a function of the inaccuracy of their mother's knowledge of their abilities. Journal of Genetic Psychology, 136, 285-298.
25. Johnson-Martin, N. M., Attermeier, S. M., & Hacker, B. (1990). The Carolina curriculum for preschoolers with special needs. Baltimore: Brookes Publishing Co.
26. Ladd, G., Price, J., & Hart, C. (1990). Preschoolers' behavioral orientations and patterns of peer contact: Predictive of peer status? In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 90-115). NY: Cambridge University Press.
27. Lieber, J. (1994). Conflict and its resolution in preschoolers with and without disabilities. Early Education and Development, 5, 5-17.
28. Masur, E. F. (1978). Preschool boys' speech modifications: The effect of listeners' linguistic levels and conversational responsiveness. Child Development, 49, 924-928.
29. Odom, S. L., Peck, C. A., Hanson, M., Beckman, P. J., Kaiser, A. P., Lieber, J., Brown, W. H., Horn, E. M., & Schwartz, I. S. (1996). Inclusion at the preschool level: An ecological systems analysis. Social Policy Report: Society for Research in Child Development, 10(2-3), 18-30.
30. Peck, C. A., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for nonhandicapped children enrolled in integrated early childhood programs: A statewide study. Journal of Early Intervention, 16, 53-63.
31. Ramsey, P. (1995). Changing social dynamics in early childhood classrooms. Child Development, 66, 764-773.
32. Rubin, K. H. (1988). The Social Problem-Solving Test - Revised. Waterloo, Ontario, Canada: University of Waterloo.
33. Rubin, K., Booth, C., Rose-Krasnor, L., & Mills, R. (1995). Social relationships and social skills: A conceptual and empirical analysis. In S. Shulman (Ed.), Close relationships and socioemotional development (pp. 63-94). Norwood, NJ: Ablex.
34. Schwartz, I. S. (1996). Expanding the zone: Thoughts about social validity and training. Journal of Early Intervention, 20, 204-205.
35. Snedecor, G. W., & Cochran, W. G. (1980). Statistical methods, 7th ed. Ames, IA: The Iowa State University Press.
36. Stoneman, Z. (1993). Attitudes toward young children with disabilities: Cognition, affect and behavioral intent. In C. A. Peck, S. L. Odom & D, Bricker (Eds.), Integrating young children with disabilities in community programs: From research to implementation (pp. 223-248). Baltimore: Paul Brookes.
37. Stoneman, Z., Rugg, M. D., & Rivers, J. (1996, December). How do young children learn about peers with disabilities? Examining the role of parents as teachers of values, attitudes and prosocial behavior. Paper presented at the International Early Childhood Conference on Children with Special Needs, Phoenix, AZ.
38. Triandis, H. (1971). Altitudes and attitude change. New York: Wiley.
39. Turnbull, A. P., & Winston, P. (1983). A comparison of specialized and mainstreamed preschools from the perspectives of parents of handicapped children. Journal of Pediatric Psychology, 8, 57-71.
40. Voeltz, L. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464.