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An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools

Hamilton, David 2005, An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools, International journal of disability development and education, vol. 52, no. 2, pp. 121-137, doi: 10.1080/10349120500086363.

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Title An ecobehavioural analysis of interactive engagement of children with developmental disabilities with their peers in inclusive preschools
Author(s) Hamilton, David
Journal name International journal of disability development and education
Volume number 52
Issue number 2
Start page 121
End page 137
Publisher Routledge
Place of publication London, Eng.
Publication date 2005-06
ISSN 1034-912X
1465-346X
Keyword(s) developmental disabilities
Down syndrome
ecobehavioural analysis
interactive engagement
Pre schools
Summary Ecobehavioural analysis procedures were used to examine the interactive engagement of children with developmental disabilities due to Down syndrome who attended inclusive preschools for 2 years. Compared with typical children, the children with disabilities displayed infrequent interactions with peers for the duration of the study. For the children with disabilities, interactive engagement was largely unrelated to the characteristics of class activities, while typical children responded positively to activities expected to promote peer interaction. The results are discussed in terms of the inadequacy of informal strategies commonly applied in inclusive preschool settings to promote interactive engagement in children with disabilities.
Language eng
DOI 10.1080/10349120500086363
Field of Research 130312 Special Education and Disability
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2005 Taylor & Francis Group Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004226

Document type: Journal Article
Collection: School of Psychology
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