Interaction Between Handicapped and Nonhandicapped Teenagers as a Function of Situational Goal Structuring: Implications for Mainstreaming

Abstract

The effects of cooperative, individualistic, and laissez faire goal structures were compared on interpersonal interaction and attraction between nonhandicapped junior high school students and high trainable mentally retarded peers participating in six weekly sessions of a bowling class. The results indicate that considerably more positive interactions took place between the nonhandicapped and the handicapped students in the cooperative condition than in the individualistic or laissez faire conditions.