The social play of two behaviorally disordered preschool children during four activities

The effect of contingent teacher attention on the social play of two behaviorally disordered preschool children was investigated. Using a multiple baseline design with reversal conditions, social play was measured on four activities: pegs and pegboard, athletic ball, blocks, and water pail. Baseline data indicated considerable variability in the amount of social play across the four activities. The initiation of the experimental contingency produced a dramatic increase in percentage of time in which the subjects engaged in social play. The implications of these results for the remediation of isolate behavior in young children with multiple behavioral deficits are discussed.