Reciprocity in the Pupil-Teacher Interactions of Autistic and Mildly Handicapped Preschool Children

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Abstract
The purpose of this study was to investigate the reciprocal interactions of autistic and mildly handicapped preschool children with their teacher. Four children from each of the diagnostic categories along with their teacher and classroom aide were observed. Observations were made via the use of a behavior observation instrument designed to monitor (a) the frequency of 15 target behaviors; (b) the direction of the interaction (i.e., received from or given to); and (c) whether the interaction was motor or verbal. The results indicate that the teacher/aide ignored most negative initiations, while responding reciprocally to most neutral initiations. Further, the students did not respond reciprocally to positive or negative teacher initiations. Results of the investigation are discussed in terms of their implications for current educational practice.