ERIC Number: ED219449
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Microanalysis of Participant Behavior in Familiar and Unfamiliar Test Conditions.
Fuchs, Douglas; And Others
In a microanalysis of the behaviors of examiners and handicapped children during videotaped testing sessions, handicapped students performed better with familiar examiners than with unfamiliar examiners. The children spoke significantly more often and longer when tested by familiar examiners who exercised more frequent and longer intervals of silence, and appeared to use eye contact with examinees as a cue in deciding when to speak. Unfamiliar examiners rarely utilized this cue. Familiar examiners also employed largely directive language in contrast to unfamiliar examiners' speech which was more frequently participatory in nature and longer in duration. The clues to understanding why differences between familiar and unfamiliar examiners' behavior affects test performance, and the implications for testing handicapped children are discussed. Silence is shown to be an important examiner behavior over which test-developers and clinician-trainers should exercise greater control. (Author/CM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers: Familiarity; Microanalysis
Note: For related document, see ED 203 587