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A conceptual and procedural alternative to the typical, individual-specific model of social behavior assessment and treatment is offered. This alternative, based upon the social reciprocity of children's interactions, has direct implications for all phases of social behavior interventions designed and implemented for special education students. Our knowledge of social reciprocity suggests that interventions should focus on interactive exchanges, rather than discrete behaviors. Thus this paper presents a conceptual analysis of shortcomings in current treatment approaches and alternative guidelines for selecting students, target behaviors, and intervention strategies to promote increased reciprocity and competence in the social interactions of exceptional children.
Strain et al. (Sun,) studied this question.