Abstract

The purpose of this study was to examine the impact of an eight (8) week social skills early intervention program for children with developmental disabilities and their typically developing peers. The social skills intervention program was integrated as part of the classroom program. Through qualitative analysis using themes this study revealed that the participants showed an awareness of their (1) Attitudes and Feelings, (2) Learning about bullying. They also had an increase in their (3) Focus and Participation and (4) Prosocial Behaviors throughout the program. Based on the findings from the qualitative data and the time sampling (quantitative data), results indicated that instances of prosocial behavior increased from time 1 to time 2. The results from the rating scales and questionnaires completed by the educators of the participating children revealed that the program was developmentally appropriate, that it was something that they would implement in their classrooms and that the children benefited from it. The responses from the parents revealed that the bi-weekly "Parent Newsletters" offered useful suggestions and ideas that were well integrated in the home. Also, the program proved beneficial for both the children and their parents in terms of finding ways to discuss critical issues such as emotions, friendships, self-esteem and conflict resolution