CLASSROOM BEHAVIORS OF PRESCHOOL-CHILDREN WITH AND WITHOUT DEVELOPMENTAL-DISABILITIES

This study compares the classroom social and task-mastery behaviors of two groups of 3-year-old children with disabilities (n = 49 with Down syndrome and n = 33 with mild to moderate mental retardation) with tw o groups of typically developing children (n = 41 at 2 years old and n = 47 at 3 years old). Both samples of children with disabilities demo nstrated lower levels of task mastery skills in comparison to typicall y developing children. The social behaviors of both samples of childre n with disabilities were more advanced than the 2-year-old comparison sample but less advanced than the 3-year-olds. Children with developme ntal disabilities were more involved in interactions with teachers tha n typically developing children. Children with Down syndrome exhibited some differences, especially in social interaction, in comparison to children with other forms of mental retardation.