Abstract
This study compares the classroom social and task-mastery behaviors of two groups of 3-year-old children with disabilities (
n = 49 with Down syndrome and
n = 33 with mild to moderate mental retardation) with two groups of typically developing children (
n = 41 at 2 years old and
n = 47 at 3 years old). Both samples of children with disabilities demonstrated lower levels of task mastery skills in comparison to typically developing children. The social behaviors of both samples of children with disabilities were more advanced than the 2-year-old comparison sample but less advanced than the 3-year-olds. Children with developmental disabilities were more involved in interactions with teachers than typically developing children. Children with Down syndrome exhibited some differences, especially in social interaction, in comparison to children with other forms of mental retardation.