Social Reciprocity: A Review of Research and Educational Implications

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Abstract
This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.