Differential effects of structured social integration and group friendshipactivities for promoting social interaction with peers

This study compared the effects of 2 interventions often used to enhance so cial relationships in preschool classrooms. Social Integration Activities i nvolves a reacher structured play activity along with teacher provided role s, suggestions, and feedback. Group Friendship Activities involves adapting songs and games so that opportunities occur for peers to demonstrate posit ive, affectionate friendship behaviors to targeted students. One preschoole r with a developmental disability and one at risk for delay participated. R esults indicated differential benefits across the 2 approaches, suggesting a need to tailor the selection of interventions to the individual child's c haracteristics, skills, and interests. Findings stress the importance of cl osely monitoring children's social behaviors to determine if interventions are achieving desired outcomes.