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This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped pre-school children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children. [ABSTRACT FROM AUTHOR]

This paper advocates an educationally focused definition of problems and procedures in educating handicapped children, with particular emphasis on the aptitude by treatment interaction model as a useful guide for both instructional and research activities. Specialized instructional systems based on decision variables are proposed as an alternative to simple categorization and placement of children based on source variables. A brief review of aptitude by treatment interaction research with handicapped children is followed by implications for the organization of schooling, diagnostic and instructional procedures, and preparation of teachers. [ABSTRACT FROM AUTHOR]