Social skill training in an integrated preschool program.

This study examined the effectiveness of a commercially available social skills training program plus classroom reinforcement for use with preschoolers with developmental delays. Two groups of 19 participants each received either the combined treatment package or classroom reinforcement of target behaviors only. An additional 20 participants served as a control group. The combination of social skills training plus classroom reinforcement of target behaviors resulted in statistically significant increases in sharing behavior over those obtained by both control participants and participants receiving reinforcement of classroom behavior alone. Group behavior was increased over that shown by control participants through the use of either the social skills plus classroom reinforcement treatment package or classroom reinforcement alone. Social skills interventions were viewed favorably by both classroom teachers and preschool participants. The introduction of P.L. 94-142 in 1975, most recently reauthorized as P.L. 10517, Individuals with Disabilities Education Act Amendments of 1997 (IDEA 1997), mandates a free, appropriate public education in the least restrictive environment for all children with disabilities. Children with developmental delays meet criteria in one of 13 categories, including a noncategorical, developmental delay classification for preschool children, Preschool Student with a Disability. According to New York State, where this study was conducted, these children exhibit a significant delay or disorder in one or more functional areas related to cognitive, language and communication, adaptive, social-emotional, or motor development which adversely affect the students' ability to learn (New York State Education Department, 1993, p. 3). Since 1975, the continuum of educational options for students with special needs has moved from segregated settings to less restrictive placements in integrated, mainstream settings with nondisabled peers. In 1992 nationwide, it was estimated that 34% of students with developmental delays were being educated in mainstream settings (Bronson, Hauser-Cram, & Warfield, 1995). Studies con