ERIC Number: EJ756113
Record Type: Journal
Publication Date: 2007-Mar
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0895-8017
EISSN: N/A
Instructional Interactions of Students with Cognitive Disabilities: Sequential Analysis
Kim, Ockjean; Hupp, Susan C.
American Journal on Mental Retardation, v112 n2 p94-106 Mar 2007
We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions.
Descriptors: Special Education Teachers, Mental Retardation, Interaction, Student Teachers, Elementary School Students, Time on Task, Student Behavior, Teaching Styles, Student Participation, Responses, Feedback, Teacher Student Relationship, Special Needs Students
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A