Social interactions and classroom behaviors of young children prenatally exposed to drugs in an integrated early childhood setting

This study described the social interactions of a sample of young children born prenatally exposed to drugs. Observations of child and teacher behaviors were recorded within a campus-based, developmentally integrated early childhood program for children 18-36 months of age. Care was taken to document the nature of social interactions and the kinds of interpersonal relationships present through videotaped recordings of classroom interactions. Recorded interactions between child and child as well as between child and adult were analyzed. The content of social interactions and interpersonal skills exhibited by young children at-risk for developmental delay and developmentally typical children were described through coding a wide range of behavioral variables taped over random intervals. No attempt was made to match children by age, sex, or developmental function in the comparison of child behaviors exhibited. Individual children were videotaped within their initial five weeks in the program during self-selected freeplay situations. Within the program, a clear attempt was made to support consistent and sustained interactions between at-risk children prenatally exposed to drugs and their non-drug exposed peers.

Results indicated that young children prenatally exposed to drugs were involved in a significantly greater number of classroom interactions that involved a command or order from teachers and a significantly greater number involving teacher assistance or comfort than their non-exposed peers. Children born drug-exposed did not exhibit a significantly greater number of negative behaviors in the classroom than their non-exposed peers. In this sample, young children born prenatally exposed to drugs were more similar than dissimilar to children not prenatally exposed to drugs. Possible reasons for these results are considered, including program design and implementation. Implications for effective educational practice in integrated settings with this at-risk population are discussed.