PDF pending restoration
ERIC Number: ED078625
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Behavior Patterns of Mildly Retarded Children in Open Classrooms.
McKinney, James D.; Clifford, Miriam
The classroom behavior and academic achievement of 32 educable retarded children (EMR) with a mean age of 11.24 years were studied in two types of open classrooms, graded and multi-age, and compared to that in a special education class. The three different instructional environments were found to generate characteristically different patterns of classroom behavior over a four-month interval as measured by time-sampling procedures. The results generally supported the assumption that open-space, integrated classrooms facilitate greater social interaction on the part of EMR students. The frequency of task-relevant behavior was higher in the special education class compared to that found in the two open classrooms. All three groups of EMR children made comparable gains in academic achievement. (Author)
Descriptors: Academic Achievement, Behavior Patterns, Children, Exceptional Child Research, Mental Retardation, Mild Mental Retardation, Open Education, Social Development
James D. McKinney, Frank Porter Graham Child Development Center, Highway 54 By-pass, Chapel Hill, North Carolina 27514
Publication Type: N/A
Education Level: N/A
Sponsor: North Carolina State Dept. of Public Instruction, Raleigh.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.