Instructional interactions of students with cognitive disabilities: Sequential analysis

American Journal on Mental Retardation

Volumn 112, Issue 2, 2007, Pages 94-106

  Kim, Ockjean ^a   Hupp, Susan C ^b  

^a MINNESOTA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CLINICAL ARTICLE; COGNITIVE DEFECT; ELEMENTARY STUDENT; FEMALE; HUMAN; MALE; QUALITY CONTROL; SCHOOL CHILD; SEQUENTIAL ANALYSIS; SOCIAL INTERACTION; SPECIAL EDUCATION; TASK PERFORMANCE; TEACHER; TEACHING;

ATTENTION; CHILD; CHILD BEHAVIOR DISORDERS; COMMUNICATION; COOPERATIVE BEHAVIOR; EDUCATION OF MENTALLY RETARDED; FEEDBACK, PSYCHOLOGICAL; FEMALE; HUMANS; MALE; MENTAL RETARDATION; TEACHING; VIDEOTAPE RECORDING;

EID: 33947646368     PISSN: 08958017     EISSN: None     Source Type: Journal    
DOI: 10.1352/0895-8017(2007)112[94:IIOSWC]2.0.CO;2     Document Type: Article

References (47)

1. Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge, UK: Cambridge University Press.
2. Bakeman, R., Quera, V., McArthur, D., & Robinson, B. (1997). Detecting sequential patterns and determining their reliability with fallible observers. Psychological Methods, 2, 357-370.
3. Beattie, R. G., & Kysela, G. M. (1995). A descriptive study of communicative intensions used by hearing teachers and preschool children with hearing loses. Journal of Childhood Communication Disorders, 17, 32-41.
4. Beckwith, L., & Cohen, S. E. (1989). Maternal responsiveness with preterm infants and later competency. New Directions for Child Development, 43, 75-88.
5. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
6. Carnine, D. W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.
7. De Wolff, M. S., & van IJzendoorn, M. H. (1997). Sensitivity and attachment: A meta-analysis on parental antecedents of infant attachment. Child Development, 68, 571-591.
8. Dunn, K. J., & Frazier, E. R. (1989). Teaching styles. Reading, Writing, and Learning Disabilities, 6, 347-367.
9. Espin, C., & Yell, M. L. (1994). Critical indicators of effective teaching for preservice teachers: Relationship between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154-169.
10. Girolametto, L. E. (1988). Developing dialogue skills: The effects of conversational model of language intervention. In K. Marfo (Ed.), Parent-child interaction and developmental disabilities: Theory, research, and intervention (pp. 145-162). New York: Praeger.
11. Girolametto, L., Hoaken, L., Weitzman, E., & van Lieshout, R. (2000). Patterns of adult-child linguistic interaction in integrated day care groups. Language, Speech, and Hearing Services in Schools, 31, 155-168.
12. Girolametto, L., & Weitzman, E. (2002). Responsiveness of childcare providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268-281.
13. Greenwood, C. R., Carta, J. J., Kamps, D. A., Terry, B., & Delquadri, J. (1994). Development and validation of standard classroom observation systems for school practitioners: Ecobehavioral assessment systems (EBASS). Exceptional Children, 61, 197-210.
14. Harter, S., & Zigler, E. (1974). The assessment of effectance motivation in normal and retarded children. Developmental Psychology, 10, 169-180.
15. Heward, W. L. (2000). Exceptional children: An introduction to special education (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
16. House, A. E., House, B. J., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formulas and distribution effects. Journal of Behavioral Assessment, 3, 37-57.
17. Mahoney, G., & Powell, A. (1988). Modifying parent-child interaction: Enhancing the development of handicapped children. Journal of Special Education, 22, 82-96.
18. Mahoney, G.; & Wheeden, C. A. (1999). The effect of teacher style on interactive engagement of preschool-aged children with special learning needs. Early Childhood Research Quarterly, 14, 51-68.
19. McCathren, R. B. (2000). Teacher-implemented prelinguistic communication intervention. Focus on Autism and Other Developmental Disabilities, 15, 21-29.
20. McCathren, R. B., Yoder, P. J., & Warren, S. F. (1995). The role of directives in early language intervention. Journal of Early Intervention, 19, 91-101.
21. Mirenda, P. L., & Donnellan, A. M. (1986). Effects of adult interaction style on conversational behavior in students with severe communication problems. Language, Speech, and Hearing Services in Schools, 17, 126-141.
22. Mize, J., & Pettit, G. S. (1997). Mothers' social coaching, mother-child relationship style, and children's social competence: Is the medium the message? Child Development, 68, 312-332.
23. Nowacek, E. J., McKinney, J. D., & Hallahan, D. P. (1990). Instructional behaviors of more and less effective beginning regular and special educators. Exceptional Children, 57, 140-149.
24. Ornstein, A. C. (1986). Research on teaching: Trends and policies. The High School Journal, 69, 160-171.
25. Pecyna Rhyner, M. P., Lehr, D. H., & Pudlas, K. A. (1990). An analysis of teacher responsiveness to communicative initiations of pre-school children with handicaps. Language, Speech, and Hearing Services in Schools, 21, 91-97.
26. Pianta, R. C. (1999). Enhancing relationship between children and teachers. Washington, DC: American Psychological Association.
27. Rimm-Kaufman, S. E., Voorhees, M. D., Snell, M. E., & La Paro, K. M. (2003). Improving the sensitivity and responsivity of preservice teachers toward young children with disabilities. Topics in Early Childhood Special Education, 23, 151-163.
28. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
29. Sapona, R. H., Bauer, A. M., & Phillips, L. J. (1989). Facilitative stance: Responsive teaching of students with special needs. Academic Therapy, 25, 245-252.
30. Sargent, L. R. (1991). Social skills for school and community: Systematic instruction for children and youths with cognitive delays. Arlington, VA: The Council for Exceptional Children, Division on Mental Retardation.
31. Simpson, K. O., Beukelman, S. R., & Sharpe, T. (2000). An elementary student with severe expressive communication impairment in a general education classroom: Sequential analysis of interactions. AAC Augmentative and Alternative Communication, 16, 107-121.
32. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams-Wilson, S., & Jones, G. A. (1997). Altering response topography to increase response efficiency and learning rates, School Psychology Quarterly, 12, 54-54.
33. Stillman, R., Williams, C., & Linam, A. (1997). Communications directed to students with severe and profound disabilities. Focus on Autism and Other Developmental Disabilities, 12, 130-141.
34. Stipek, D. J., & Sanborn, M. E. (1985). Teachers' task related interactions with handicapped and nonhandicapped preschool children. Merrill-Palmer Quarterly, 31, 285-300.
35. Stuhlman, M. W., & Pianta, R. C. (2001). Teachers' narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review, 31, 148-163.
36. Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248.
37. Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113-121.
38. Sutherland, K. S., Wehby, J. H., & Yoder, P. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavior Disorders, 10, 5-13.
39. Tannock, R. (1988). Mothers' directives in their interactions with their children with and without Down syndrome. American Journal on Mental Retardation, 93, 154-165.
40. Tapp, J., & Walden, T. A. (2000). Procoder: A system for collection and analysis of observational data from videotape. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 61-70). Baltimore: Brookes.
41. Tapp, J., Wehby, J. H., & Ellis, D. (1995). A multiple option observational system for experimental studies: MOOSES. Behavior Research Methods, Instruments, & Computers, 27, 25-31.
42. Van Acker, R., & Grant, S. H. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-335.
43. Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge: Harvard University Press.
44. Wehby, J. H., Symons, F. J., & Shores, R. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.
45. Yoder, P. J., & Feurer, I. D. (2000). Quantifying the magnitude of sequential association between events of behaviors. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 317-334). Baltimore: Brookes.
46. Yoder, P. J., & Tapp, J. (2004). Empirical guidance for time-window sequential analysis of single cases. Unpublished manuscript, Vanderbilt University.
47. Zigler, E. (1973). The retarded child as a whole person. In D. K. Routh (Ed.), The experimental psychology of mental retardation (pp. 231-322). Chicago: Aldine.