Abstract
Developmentally delayed (DD) children have been found to differ from non-delayed (ND) children in the nature of their social interactions. This interaction deficit in DD children appears to be beyond that expected on the basis of assessed cognitive levels and requires further investigation. The current study utilised the ethological method to observe and record the pattern of social interactions in DD and ND preschoolers. The results confirmed previous findings of a peer interaction deficit in DD children. However, contrary to previous research, the DD children were not found to initiate more interactions with teachers than did the ND children. Teachers were observed to initiate a higher frequency of interactions with the DD children, relative to the ND children. This increased teacher direction of DD children is discussed along with other factors that may possibly contribute to DD children's peer interaction deficit. Areas requiring intervention and potential intervention strategies are highlighted.
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