ERIC Number: ED062747
Record Type: RIE
Publication Date: 1972
Reference Count: 0
An Observational Study of Segregated and Integrated EMR Children and Their Nonretarded Peers: Can We Tell the Difference by Looking? Volume 2, Number 27.
Gampel, Dorothy H.; And Others
An observational study explored whether characteristic behavioral patterns of an educable mentally retarded (EMR) population were unique and served as a label for identification in the social milieu. Of particular interest were differences between EMR children who were integrated into the regular classroom and their non-retarded peers. A time-sampling method was used to count frequencies of 12 behavior categories selected to cover attention, deviance, and communication issues. One of the clearest findings was that the integrated and special class children engaged in significantly less interpersonal interaction than did their non-retarded peers. Differences between the groups also emerged in terms of behavior patterning. Factor analysis of the behavior categories yielded three factors, one identified with the special class EMRs (unusual guy syndrome) and the other two correlated with the non-EMR control children (bad guy and good guy syndromes). The integrated children were described less by an identifiable pattern of their own than by the absence of a pattern. It was thought that the integrated children may be avoiding engaging in any noticeable active behaviors. (For related studies, see also EC 042 063 and 042 066.) (Author/CB)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.