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ERIC Number: ED071262
Record Type: RIE
Publication Date: 1971-May
Pages: 130
Abstractor: N/A
Reference Count: 0
Environmental Forces Impinging Upon Normal and Disturbed Children in a Regular Classroom. Final Report.
Rhodes, William C.; Gibbins, Spencer
Aspects of the interactive environments of 10 emotionally disturbed children (7 to 11 years old) were compared with those experienced simultaneously by 10 normal children (matched for age, sex and IQ) in the same setting. Two types of setting were examined: a choice setting in which the child was able to choose his activity from among several alternatives and a nonchoice setting in which the activity was planned and directed by the teacher. Two trained observers were used to describe the behavior of a matched pair of children (one normal, one emotionally disturbed) in a regular elementary school classroom. The narrative accounts of the observers were delineated into Environmental Force Units (EFU) based on the following six variables: the frequency of total EFU's per observation; the frequency of EFU's per observation initiated by the S; the frequency of EFU's per observation in which the S was the sole target of the EFU; the frequency of EFU's per observation in which conflict was evident between the goals of the agent and the S; the frequency of EFU's per observation in which methods judged to be coercive were employed by the agent; and the frequency of EFU's per observation in which the agent was an adult. Data indicated no significant differences in environmental forces existing between the disturbed and the nondisturbed children and only two differences between the two types of settings. (Author/GW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Michigan Univ., Ann Arbor. Inst. for the Study of Mental Retardation.