A Comparison of the Effects of Organismic and Setting Variables on the Social Interaction Behavior of Children with Developmental Disabilities and Autism

Abstract

In this investigation, the effects of four setting events and two organismic variables on the social behavior of children with developmental disabilities and autism were compared. In Study 1, social interactions within dyads composed of one student with disabilities and one nondisabled peer were compared to triads composed of two nondisabled peers and one child with disabilities. In addition, differential effects of peer tutoring and peer initiation interventions were determined. In Study 2, the effects of high- and low-status peers within triadic social interaction groupings were examined to determine effects on both the students with disabilities and their nondisabled peers. The results suggest that peer dyads, the cooperative peer intervention, and triads composed of two high-status nondisabled peers were most effective in promoting positive social interactions for the participants with disabilities. Furthermore, there seemed to be no real benefit to low-status peers related to participation in this second investigation. Results are discussed in relation to the effective and efficient use of programs designed to effect social competence and inclusion.