Instructional interactions of students with cognitive disabilities: sequential analysis.
We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions.
Kim
Ockjean
O
Department of Special Education, Minnesota State University, Mankato, Minnesota 56001, USA. ockjean.kim@mnsu.edu
Hupp
Susan C
SC
D001288:Attention; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D003142:Communication; D003299:Cooperative Behavior; D004495:Education of Persons with Intellectual Disabilities; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000628:therapy*; D008297:Male; D013663:Teaching; D014743:Videotape Recording