Integrated play groups: Behaviors of students from regular classes with children having pervasive developmental disorders
Studies have shown that the Integrated Play Groups (Wolfberg & Schuler, 1992) lead to improvements regarding play and interactions of children with pervasive developmental disorder (PDD). However, few studies have examined the behaviors of typical peers participating as expert players. Seeking possible improvement in the program, the present study quantifies the behavior of four peers from regular classes in this context. While increased interactions are noted, some behaviors taught during the training session are rarely used leading to suggestions to improve the program.