Improving the social status of mainstreamed retarded children

Maurine Ballard, Louise Corman, Jay Gottlieb, Martin J. Kaufman

Research output: Contribution to journalArticlepeer-review


37 mainstreamed educable mentally retarded (EMR) children in Grades 3, 4, and 5 were randomly assigned to a control group or to an experimental treatment given during regular class activities for the purpose of improving their social status among nonretarded classmates. On the average, Ss were 8-20 mo older than their normal classmates. Each experimental S worked in a small cooperative group with 4-6 nonretarded classmates on highly structured, manipulative tasks using multimedia materials. The treatment was provided in 2 cycles which lasted a total of 8 wks. Sociometric tests were given before and after treatment to pupils in classes with experimental and control EMR Ss. By 2-4 wks following completion of treatment, nonretarded Ss' social acceptance of their experimental peers improved significantly more than that of control Ss. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)605-611
Number of pages7
JournalJournal of Educational Psychology
Issue number5
StatePublished - Oct 1977


  • participation in cooperative activity group with nonretarded classmates, improvement of social status, mainstreamed educable mentally retarded 3rd-5th graders

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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