Impact of an Affective Intervention on the Friendships of Kindergarteners With Disabilities

Lori E. Meyer, Michaelene M. Ostrosky

Research output: Contribution to journalArticlepeer-review


This efficacy study investigated whether a class-wide disability awareness curriculum would result in increased close friendships for 26 kindergarteners with disabilities enrolled in six inclusive classrooms. Findings suggest that participation in a disability awareness curriculum alone does not lead to increased friendships. Evidence suggests that having a close friendship may partially mediate the relationship between children's social competence and acceptance. These findings align with research that emphasizes the importance of individualizing class-wide programs based on children's support needs and facilitating children's friendship formation in kindergarten classrooms to promote peer acceptance. Implications for future research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)200-210
Number of pages11
JournalTopics in Early Childhood Special education
Issue number4
StatePublished - Feb 2016


  • affective intervention
  • disability
  • friendship
  • kindergarten
  • peer relationships

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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