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.

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.

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.

The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction

1990 ◽  
Vol 9 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Physical Education ◽  
Observation System ◽  
Positive Interactions ◽  
Sex Composition ◽  
Verbal Interactions ◽  
Class Composition ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Interactional Analysis ◽  
The Relationship

This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

Non-Wearable IoT-Based Smart Ambient Behavior Observation System

2021 ◽  
Vol 21 (18) ◽  
pp. 20857-20869
Author(s):  
Muhammad Irfan ◽  
Husnain Jawad ◽  
Barkoum Betra Felix ◽  
Saadullah Farooq Abbasi ◽  
Anum Nawaz ◽  
...  
Keyword(s):  
Observation System ◽  
Behavior Observation

A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality

1982 ◽  
Vol 6 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Robert A. Gable ◽  
Jo M. Hendrickson ◽  
Clifford C. Young ◽  
Richard E. Shores ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Behavior ◽  
Classroom Behavior ◽  
Learning Disabled ◽  
Positive Influence ◽  
Teacher Competencies ◽  
Teacher Praise ◽  
Learner Performance ◽  
Contingent Praise ◽  
The Social ◽  
Behavior Disordered

Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the social behavior of handicapped youngsters. However, results of the present study indicate that teachers of the mentally retarded, multihandicapped and learning disabled and/or behavior disordered make limited use of praise over criticism in managing classroom behavior. Even though the technology exists for training selected teacher competencies, e.g., use of contingent praise, it would appear that problems remain in connection with maintaining these skills in applied settings.

Relationships between Psychometric and Observational Measures of Performance in Low-Functioning Children

AAESPH Review ◽  
1978 ◽  
Vol 3 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Martin H. Diebold ◽  
W. Scott Curtis ◽  
Rebecca F. DuBose
Keyword(s):  
Group Performance ◽  
Systematic Observation ◽  
Observational Measures ◽  
Observation Instrument ◽  
Behavior Observation ◽  
Blind Children ◽  
Systematic Behavior ◽  
Low Functioning ◽  
Highly Correlated ◽  
The Relationship

The purpose of this study was to determine the relationship between measures of cognition, socialization, motor ability, and language ability obtained through the use of two approaches to the assessment of low-functioning multisensorily handicapped children: administration of standardized developmental scales and a systematic behavior observation instrument (the Telediagnostic Protocol). Subjects were 24 ambulatory deaf-blind children who were candidates for admission to educational programs at seven institutions for the handicapped. Results revealed that, as a set, systematic observation measures were highly correlated with the significantly predicted group performance on the standardized developmental scales.

scholarly journals Sistema de observación para analizar la interacción en el juego de Boccia por equipos

2019 ◽  
Vol 20 (1) ◽  
pp. 37-47
Author(s):  
Daniel Lapresa Ajamil ◽  
Javier Pascual Laguna ◽  
Javier Arana ◽  
M. Teresa Anguera
Keyword(s):  
Ad Hoc ◽  
High Reliability ◽  
Observation System ◽  
Data Sets ◽  
Antisocial Behaviors ◽  
Observation Instrument ◽  
The Social ◽  
El Sistema ◽  
Disability Group ◽  
Generalizability Study

Se ha diseñado un instrumento de observación ad hoc, combinación de formato de campo y sistemas de categorías, que permite analizar la interacción social -conductas prosociales y antisociales- que tiene lugar en la competición por equipos en el juego de boccia. El registro y codificación de los datos se ha desarrollado mediante el software Lince. La validez de contenido del instrumento de observación ha quedado avalada por el equipo técnico de la Selección Española de boccia. Los resultados relativos a la concordancia entre los registros generados por tres observadores diferentes, calculada mediante el coeficiente Kappa de Cohen, indican una elevada fiabilidad de los datos obtenidos mediante el sistema de observación. En el seno de la teoría de la Generalizabilidad, mediante el software SAGT, se ha desarrollado el plan de medida [Jugador] [Categoría] / [Parcial], que ha permitido asegurar que, con el número de parciales analizados, se consigue una elevada fiabilidad de precisión de generalización. Además, se ha procedido a la optimización del plan de medida [Parciales] [Categorías] / [Jugador]. La operatividad del sistema de observación desarrollado ha quedado patente en los T-patterns detectados mediante el software Theme, versión 6. Edu. De los resultados obtenidos se desprende que el juego de boccia constituye un entorno favorable de elevado valor formativo para el colectivo de la discapacidad. The observation instrument was purpose-built and combines a field format with systems of categories. The observation instrument allows to analyze the social interaction -prosocial and antisocial behaviors- that takes place in team boccia competition. The content validity of the observation instrument has been guaranteed by the coaching staff of the Boccia Spanish Team. The data were coded with the Lince software programme. Cohen's Kappa coefficient obtained by comparing the data sets generated by three observers indicates a high reliability of the data. We also performed a generalizability study, [Player][Category]/[End], demonstrating the consistency of the data based on the Ends observed. The application of the optimization module for [End][Category]/[Player] facets showed us how many players would constitute an optimal sample in future studies. The practical application of the observation system was demonstrated by performing T-pattern analysis using Theme software programme. The results obtained show that boccia is a very favorable educational environment for the disability group. O instrumento de observação foi construído ad hoc e combina um formato de campo com sistemas de categorias. O instrumento de observação permite analisar a interação social - comportamentos anti-sociais e anti-sociais - que ocorre na competição de bocha em equipe. A validade de conteúdo do instrumento de observação foi garantida pela equipe técnica da Equipe Espanhola de Boccia. Os dados foram codificados com o programa de software Lince. Coeficiente Kappa de Cohen obtido pela comparação dos conjuntos de dados gerados por três observadores indica alta confiabilidade dos dados. Também realizamos um estudo de generalização [Jogador] [Categoria] / [Parcial], demonstrando a consistência dos dados com base nas extremidades observadas. A aplicação do módulo de otimização para as facetas [Parciales] [Categorias] / [Jogador] nos mostrou quantos jogadores seriam uma ótima amostra em estudos futuros. A aplicação prática do sistema de observação foi demonstrada através da análise do padrão T usando o programa de software Theme. Os resultados obtidos são desprezíveis que o jogo de bocha é constituído por um formulário de valor favorável para o colectivo da discapacidade.

scholarly journals Rat Behavior Observation System Based on Transfer Learning

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 62152-62162
Author(s):  
Tianlei Jin ◽  
Feng Duan
Keyword(s):  
Transfer Learning ◽  
Observation System ◽  
Behavior Observation
Sign in / Sign up

Export Citation Format

Share Document