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ERIC Number: ED111150
Record Type: Non-Journal
Publication Date: 1974-Mar
Pages: 234
Abstractor: N/A
Reference Count: N/A
Mothers as Teachers: Instruction and Control Patterns Observed in Interactions of Middle-Class Mothers with Trainable Mentally Retarded and Nonretarded Children. Final Report Number 7.32.
Dolley, Diane Greenough
A study was conducted to compare teaching and control patterns used by mothers of 4- to 6-year-old trainable mentally retarded (TMR) children to patterns used by mothers of nonretarded children, and to evaluate an analysis strategy identifying sequential behavior chains from observational data. Literature was explored on three topics: cognitive characteristics of TMR children, maternal attitudes toward handicapped children, and techniques for studying parent-child interaction. Ss were split into six groups consisting of the mother with the target child (either nonretarded, TMR, or older TMR) and a sibling of the target child; and each S group was given four experimental tasks (such as block stacking and sorting). Recorded were the proportion of time spent at each task and the number of transitions between each of six interaction patterns (such as elaborated explanation and residual patterns). Results did not support the major hypothesis that mothers teaching moderately retarded children would use more restricted patterns than mothers teaching nonretarded children (either of equal chronological age or of level of social competence). The negative finding may have been due to insufficient differentiation between elaborated and restricted interaction patterns. Analysis procedures demonstrated the value of the computer-based system for coding and processing data. (Tables, illustrations, pictures, and appendixes are provided.) (SB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.