Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Regular Education Students

1984 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Regular Education ◽  
Learning Disabled ◽  
Education Students ◽  
Student Interactions ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Teacher Student ◽  
Behavior Disordered

The purpose of this study was to examine the reciprocal interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). A correlational analysis indicated that negative peer-student interactions were reciprocal. In contrast, neither positive or negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response.

Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Nonhandicapped Students

1983 ◽  
Vol 6 (3) ◽  
pp. 273-282 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Educational Practice ◽  
Learning Disabled ◽  
Observation System ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Behavior Observation ◽  
Negative Statements ◽  
Behavior Disordered

The purpose of this study was to compare the interactions of learning disabled (LD), behavior-disordered (BD), and nonhandicapped students. The interaction of 15 pupils from each diagnostic group and their peers, teachers, and classroom aides were observed by means of a behavior observation instrument. The observation system was designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. The teachers of the three groups of students did not differ in positive and negative statements directed to students; however, BD teachers emitted significantly more neutral statements to their students than did LD and regular teachers. Finally, the three groups did not differ in types of statements emitted. The results are discussed in terms of their implications for current educational practice.

Practice of Learning Disabilities as Social Policy

1987 ◽  
Vol 10 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Mark R. Shinn ◽  
Gerald A. Tindal ◽  
Deborah Spira ◽  
Doug Marston
Keyword(s):  
Learning Disabilities ◽  
Social Policy ◽  
Regular Education ◽  
Function Analysis ◽  
Learning Disabled ◽  
Reading Performance ◽  
University Of Minnesota ◽  
Education Students ◽  
School Year ◽  
Definition Of

This research presents an analysis of learning disabilities from a social-policy perspective. The reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular education students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled. The measures consisted of Curriculum-Based Assessment procedures, following the format developed at the Institute for Research on Learning Disabilities at the University of Minnesota. Students' reading performance was compared across the three groups, including the means and semi-interquartile ranges. A discriminant function analysis was applied to predict group membership. The three groups were sorted by level of reading skill with (a) very different means, (b) minimum overlap, and (c) high accuracy in classification. The results support the notion that schools may be consistent in their decision making and allocation of service delivery on the basis of students' classroom achievement. Regardless of legal or scientific definition, it is argued that schools widely employ a social-policy definition of learning disabilities designed to serve students most deficient in achievement.

Bip-Bender Protocols of Learning Disabled and Regular Education Students

1988 ◽  
Vol 67 (1) ◽  
pp. 193-194 ◽  
Author(s):  
Barry L. Mallinger ◽  
Kaye F. Longley
Keyword(s):  
School Children ◽  
Scoring System ◽  
Elementary School Children ◽  
Regular Education ◽  
Learning Disabled ◽  
Scoring Methods ◽  
Education Students ◽  
Normal Children ◽  
The Disabled ◽  
Visual Motor

20 learning disabled and 20 normal elementary school children took the Bender Visual-Motor Gestalt Test twice, once under standard conditions and again using Background Interference Procedure paper. Based on Koppitz's scoring system, the disabled pupils did equally poorly on both modes but performed significantly worse than the normal children when given the standard Bender first. No other differences were found. Other scoring methods are suggested for investigation.

Reciprocity in the Pupil-Teacher Interactions of Autistic and Mildly Handicapped Preschool Children

1988 ◽  
Vol 13 (3) ◽  
pp. 159-168 ◽  
Author(s):  
Richard L. Simpson ◽  
Lisa A. Souris
Keyword(s):  
Preschool Children ◽  
Educational Practice ◽  
Teacher Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Diagnostic Categories ◽  
Reciprocal Interactions ◽  
Behavior Observation

The purpose of this study was to investigate the reciprocal interactions of autistic and mildly handicapped preschool children with their teacher. Four children from each of the diagnostic categories along with their teacher and classroom aide were observed. Observations were made via the use of a behavior observation instrument designed to monitor (a) the frequency of 15 target behaviors; (b) the direction of the interaction (i.e., received from or given to); and (c) whether the interaction was motor or verbal. The results indicate that the teacher/aide ignored most negative initiations, while responding reciprocally to most neutral initiations. Further, the students did not respond reciprocally to positive or negative teacher initiations. Results of the investigation are discussed in terms of their implications for current educational practice.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

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