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.
|Original language||English (US)|
|Number of pages||13|
|Journal||American Journal on Mental Retardation|
|State||Published - Mar 1 2007|