Unprogrammed Effects of Training High-Status Peers to Interact with Severely Handicapped Children.

Sasso, Gary M.; Rude, Harvey A.

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Peer reviewed

ERIC Number: EJ352499

Record Type: CIJE

Publication Date: 1987

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Unprogrammed Effects of Training High-Status Peers to Interact with Severely Handicapped Children.

Sasso, Gary M.; Rude, Harvey A.

Journal of Applied Behavior Analysis, v20 n1 p35-44 Spr 1987

Eight high- and low-status nonhandicapped students ages 7-10 (N=8) were taught to direct social initiations to eight severely handicapped students during recess. Interactions of the high-status students resulted in higher levels of initiations by nontrained peers toward the handicapped students than did interactions of low-status students. (Author/JW)

Descriptors: Elementary Education, Group Dynamics, Interpersonal Relationship, Normalization (Handicapped), Peer Acceptance, Peer Influence, Popularity, Severe Mental Retardation, Training Methods, Transfer of Training

Publication Type: Journal Articles; Reports - Research

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Language: English

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