TY - JOUR
T1 - Instructional interactions of students with cognitive disabilities
T2 - Sequential analysis
AU - Kim, Ockjean
AU - Hupp, Susan C.
PY - 2007/3
Y1 - 2007/3
N2 - 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.
AB - 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.
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U2 - 10.1352/0895-8017(2007)112[94:IIOSWC]2.0.CO;2
DO - 10.1352/0895-8017(2007)112[94:IIOSWC]2.0.CO;2
M3 - Article
C2 - 17295557
AN - SCOPUS:33947646368
SN - 0895-8017
VL - 112
SP - 94
EP - 106
JO - American Journal on Mental Retardation
JF - American Journal on Mental Retardation
IS - 2
ER -
