A variety of techniques has been developed to encourage the peer interaction of isolate children. However, there is a need for additional procedures that can be implemented easily by teachers in the context of typical preschool activities, and that involve the entire group of which the isolate child is a member. In the following studies the effect of group affection activities on the interaction of three isolate children was assessed. In the first study, a developmentally disabled boy who actively discouraged peer approaches participated in group affection activities designed to decrease his aversion to being touched. His peer interaction during freeplay increased markedly when these activities occurred. In the second study two isolate girls, one of whom was developmentally disabled, participated in a program to encourage the expression of affection with the rest of their preschool classes. The program consisted of group affection activities, and, at a later point, prompt cards to remind the teachers to be more affectionate. The girl's peer interaction and smiling during freeplay increased during intervention while the behavior of seven comparison children Chaussure Louis Vuitton Homme Pas Cher did not change. No procedures to encourage peer interaction were implemented during freeplay in either Louis Vuitton Ceinture Epi study, and the results are difficult to explain on the Louis Vuitton Ceinture Epi basis of changes in teacher attention. The results suggest that group affection activities may be an effective and practical intervention for isolate preschool children, particularly in settings where handicapped and nonhandicapped children are integrated.