ERIC Number: ED245507
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Behavior Disordered, Learning Disabled, and Regular Education Students. Final Report.
Moore, Steven R.; Simpson, Richard L.
The study compared the interactions of 15 behavior disordered (BD), 15 learning disabled (LD) and 15 regular education students (grades 4-6), and determined how their verbalizations influenced the verbalizations of others (i.e., the reciprocal nature of interactions). Students and their peers, teachers and aides were observed with a behavior observation instrument designed to monitor the frequency of 14 target behaviors, the direction of the interaction (i.e., given to or received from), and the status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. Teachers of BD students emitted significantly more neutral statements to their students than did LD and regular teachers but the three groups of teachers did not differ in positive and negative statements directed to students. The three groups of peers and BD and LD aides did not differ in positive, negative, and neutral statements emitted with the exception that LD aides emitted more positive statements to their students than BD aides. A correlational analysis indicated that peer-student negative interactions were reciprocal. Neither positive nor negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) indicated that BD, LD, and regular students responded to others in a similar manner. Likewise, the three groups of teachers were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed by the absence of a response or a neutral response. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Dept. of Special Education.
Note: Developed at the University of Kansas.