This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Siperstein, G. N. Articles by Goding, M. J. Search for Related Content PubMed PubMed Citation Articles by Siperstein, G. N. Articles by Goding, M. J. Social Bookmarking                         What's this?

Teachers' Behavior Toward LD and Non-LD Children

A Strategy for Change

Gary N. Siperstein is Professor, Center for Human Services, University of Massachusetts/Boston. He received his PhD in psychological research/special education from Yeshiva University, Address: Dr. Siperstein, University of Massachusetts, Downtown Center, Boston, Massachusetts 02125.

Melinda J. Goding, MA

Melinda J. Goding is a research associate at the Center for Human Services, and received her MA in education from Indiana University.

Teachers' differential behavior toward isolated/rejected LD children and toward popular non-LD children was assessed in fourth, fifth and sixth grade classrooms. Differential behavior was defined by classroom observations of the interaction patterns and sequences of behavior that occurred between teachers and target students. In addition, an intervention strategy designed to make teachers aware of their behaviors was employed. Results indicated that prior to the awareness program, teachers initiated significantly more interactions, responded with greater frequency of corrective behavior, and used more negative verbal and nonverbal behaviors with isolated/rejected LD than they used with popular non-LD children. Post-awareness, the quantity of teachers' interactions remained essentially the same; however, the negative quality of these interactions was significantly reduced. When attempting to promote a more positive social climate for LD children who are low in social status, direct intervention with teachers' specific behaviors rather than with their general attitudes is most important.

Journal of Learning Disabilities, Vol. 18, No. 3, 139-144 (1985)
DOI: 10.1177/002221948501800307


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. Watson and D. M. Willows Information-Processing Patterns in Specific Reading Disability J Learn Disabil, April 1, 1995; 28(4): 216 - 231. [Abstract] [PDF]

				D. Howard-Rose and C. Rose Students' Adaptation to Task Environments in Resource Room and Regular Class Settings Journal of Special Education, January 1, 1994; 28(1): 3 - 26. [Abstract] [PDF]

				H. B. Holder and S. W. Kirkpatrick Interpretation of Emotion From Facial Expressions in Children With and Without Learning Disabilities J Learn Disabil, March 1, 1991; 24(3): 170 - 177. [Abstract] [PDF]

				M. P. Brady and R. D. Taylor Instructional Consequences in Mainstreamed Middle School Classes: Reinforcement and Corrections Remedial and Special Education, March 1, 1989; 10(2): 31 - 36. [Abstract] [PDF]

				H. Margolis and J. McGettigan Managing Resistance to Instructional Modifications in Mainstreamed Environments Remedial and Special Education, July 1, 1988; 9(4): 15 - 21. [Abstract] [PDF]

				S. Vaughn Why Teach Social Skills to Learning Disabled Students? J Learn Disabil, December 1, 1985; 18(10): 588 - 591. [PDF]