Facilitation of Interactions between Retarded and Nonretarded Students in A Physical Education Setting

Abstract

The effects of pairing TMR students with nonretarded students and applying praise for social interaction between TMR and nonretarded students in an integrated physical education program were examined. Nine TMR and nine nonretarded seventh-grade students matched on sex and chronological age were randomly assigned to one of three treatment conditions. The control group (six students) partic- ipated in a program of teacher directed physical activities; the first experimental group (six students) participated in a program of teacher directed physical activities, teacher intervention (pairing TMR with nonretarded students), and teacher praise for motor skill performance; and the second experimental group (six students) participated in a program of teacher directed physical activities, teacher intervention (pairing TMR with nonretarded students), and teacher praise for social interaction. A videotaping procedure was used to record the social interaction. The findings indicated that pairing TMR with nonretarded students in conjunction with teacher praise for social interaction was a highly effective means of increasing the social interactions of TMR students.

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