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Those developmentally delayed children reared in families that are more positively affective should show higher inertia in the mainstreamed peer context.
Hence, we would predict that the mainstreamed peer setting would interact with the family's affective climate.
We will then examine specific contrasts for model parameters comparing the mainstreamed with the specialized setting for developmentally delayed and communication disordered children.
These results speak well to the potential scaffolding benefits of the mainstreamed compared to the specialized setting for developmentally delayed children.
Equivalent scores also were obtained across all child characteristic measures for children with developmental delays participating in specialized and mainstreamed settings.
The remaining 12 play groups were mainstreamed, each consisting of four normally developing children and two children with either developmental delays or communication disorders.
This suggests that the mainstreamed ecology provides a great function of emotion regulation, smoothing the influenced affective set point of the developmentally delayed child.
The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed play groups.
Only the two specific contrasts between specialized and mainstreamed setting for developmentally delayed and for communication disordered were performed.
But at the same time, as long as it should be mainstreamed, it should be perceived as something more sophisticated and polished.
The mainstreamed interactive context, then, may provide the regulatory scaffolding necessary for the developmentally delayed child to function interactively much more like a normally developing child.
Specialized and mainstreamed play groups were interspersed over the 4 years.
It is a very promising sign that this collection is par t of a series on medieval cultures and therefore is being "mainstreamed" into historical studies.
Alternative lifestyle choices, as they relate to work, wealth and welfare, are therefore either quashed or mainstreamed as an acceptable way to incorporate them into the dominant culture.
In effect, this suggest the interesting hypothesis that the developmentally delayed child may have higher expectations of positivity for other children in the mainstreamed than in the specialized setting.
