Effects of teachers' verbal and non-verbal scaffolding on everyday classroom performances of students with down;Syndrome effets du soutien verbal et non verbal des enseignants sur les performances quotidiennes en classe des e´le ¤ ves trisomiques;Efectos de 'scaffolding' verbal y no verbal de los profesores en las actuaciones cotidianas en las clases de estudiantes con el s´ l ndrome de down

International Journal of Early Years Education

Volumn 9, Issue 1, 2001, Pages 71-80

  Wang, Xiao Lei ^a   Bernas, Ronan ^b   Eberhard, Philippe ^c  

^a PACE UNIVERSITY   (United States)

^b EASTERN ILLINOIS UNIVERSITY   (United States)

^c UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937341656     PISSN: 09669760     EISSN: 14698463     Source Type: Journal    
DOI: 10.1080/09669760125651     Document Type: Article

References (39)

1. AMERICAN ASSOCIATION ON MENTAL DEHCIENCY AD Hoc COMMITTEE ON TERMINOLOGY AND CLASSIFICATION. 1992. Mental retardation: definition, classification, and systems of support, 9th Edn., Washington, DC: American Association on Mental Retardation.
2. AMERICAN ASSOCIATIONON MENTAL RETARDATION. 1992. Mental retardation: definition, classification, and systems of support-workbook, Washington, DC: American Association on Mental Retardation.
3. AMERICAN PSYCHOLOGICAL ASSOCIATION. 1992. Ethical principles of psychologists and cale of conduct. American Psychologist, 47: 1597–1611.
4. BISHOP, A., 1976. Actions speak louder than words. Mathematics Teaching, 74: 49–51.
5. CHURCH, B., and GOLDIN-MEADOW, S., 1986. The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23: 43–71.
6. DICKEY, M.R., 1988. “ A comparison of the effects of verbal instruction and nonverbal teacher-student modeling on instructional effectiveness in instrumental music ensembles ”. The University of Michigan. unpublished doctoral dissertation
7. GARBER, P., 1997. “ Using gesture and speech to index planning in a problem-solving task: a comparative study of adults and children explaining the Tower of Hanoi puzzle ”. The University of Chicago. unpublished doctoral dissertation
8. GARBER, P., ALIBALI, M., and GOLDIN-MEADOW, S., 1998. Knowledge conveyed in gesture is not tied to the hands. Child Development, 69: 75–84.
9. GALLOWAY, C.M., 1977. Nonverbal: authentic or artificial. Theory into Practice, 16(3): 129–134.
10. GOLDIN-MEADOW, S., and SANDHOFER, C.M., 1999. Gestures convey substantive information about a child's thoughts to ordinary listeners. Developmental Science, 2(1): 67–74.
11. GOLDIN-MEADOW, S., ALIBALI, M., and CHURCH, B., 1993. Transitions in concept acquisition: using the hand to read the mind. Psychological Renew, 100: 279–297.
12. GOLDIN-MEADOW, S., KIM, S., and SINGER, M., 1999. What the teacher's hands tell the student's mind about math. Educational Psychology, 91: 720–730.
13. GRANT, B.W., and HENNINGS, G.D., 1971. The Teacher Mores: an analysis of nonverbal activity, New York: Teachers College Press.
14. JORDON, T.E., 1967. “ Language and mental retardation: a review of the literature ”. In Language and Mental Retardation: empirical and conceptual considerations, Edited by: SCHIEFELBUSCH, R.L., New York, NY: Holt, Rinehart and Winston.
15. KAZDIN, A.E., and KLOCK, J., 1975. The effects of nonverbal teacher approval on student attentive behavior. Journal of Applied Behavioral Analysis,: 6
16. KEITH, L.T., TORNATZKY, L.G., and PETTIIGREW, L.E., 1974. An analysis of verbal and nonverbal classroom teaching behaviors. Journal of Experimental Education, 42: 30–38.
17. KIRK, S.A., GALLAGHER, J.J., and ANASTASIOW, N.J., 2000. Educating Exceptional Children, 9th Edn, Boston, MA: Houghton Mifflin.
18. MCINTYRE, T.C., and BRULLE, A.R., 1989. The effectiveness of various types of teacher commands with students labeled as severely emotional disturbed. Academic Therapy, 25: 123–131.
19. MCNEILL, D., 1992. Hand and Mind, Chicago, IL: The University of Chicago Press.
20. MEHRABIAN, A., 1981. Silent Messages, 2nd Edn, Belmont: Wadsworth.
21. MEHRABIAN, A., and FERRIS, S., 1967. Inference of attitude from nonverbal behavior in two channels. Journal of Consulting Psychology, 31: 248–252.
22. MON, G.R., 1974. Nonverbal teaching. Mathematical Teacher, 67: 172–178.
23. NEILL, S., 1991. Classroom Nonverbal Communication, London: Routledge.
24. NEILL, S., and CASWELL, C., 1993. Body Language for Competent Teachers, London: Routledge & Kegan Paul.
25. PERRY, M., CHURCH, B., and GOLDIN-MEADOW, S., 1988. Transitional knowledge in the acquisition of concepts. Cognitive Development, 3: 359–400.
26. PERRY, M., and ELDER, A.D., 1996. Knowledge in transition: adults' developing understanding of a principle of physical causality. Cognitive Development, 12: 131–157.
27. REMINGTON, B., 1996. Assessing the occurrence of learning in children with profound intellectual disability: a conditioning approach. International Journal Disability, Development, and Education, 42(2): 101–118.
28. REPP, A.C., BARTON, L.E., and BRULLE, A.R., 1982. Correspondence between effectiveness and staff use of instructions for severely retarded persons. Applied Research in Mental Retanlation, 2: 237–246.
29. SCHWARTZ, D.L., and BLACK, J.B., 1996. Shuttling between depictive models and abstract rules: introduction and fallback. Cognitive Science, 20: 457–497.
30. YSSELDYKE, J.E., and ALGOZZINE, B., 1995. Special education: A practical Approach for teachers, 3rd edn, Boston: Houghton Mifflin Company.
31. WANG, X.L., and EBERHARD, P., 1996. “ Effects of adults' nonverbal behaviors on the task performances of children with ADHD ”. the Swiss Bureau of Cultural and Education Affairs. invited address by
32. WANG, X.L., and EBERHARD, P., Effects of maternal nonverbal scaffolding during joint activities with ADHD children, paper presented at the. Annual Conference of the American Psychological Society Convention. 25 May1997, Washington, DC.
33. WANG, X.L., and EBERHARD, P., Effects of adult nonverbal scaffolding on task performances of children with mental retardation, paper presented at. the Biennial Meeting of the Society for Research in Child Development. April1999, Albuquerque, NM.
34. WANG, X.L., BERNAS, R., and EBERHARD, P., 2000. “ Effects of maternal nonverbal scaffolding on task performances of children with attention deficit-hyperactivity disorder ”. manuscript in revision
35. WINER, BJ., 1971. Statistical Principles in Experimental Design, New York, NY: McGraw Hill.
36. WOLERY, M., ADULT, M.J., and DOYLE, P.M., 1992. Teaching Students with Moderate to Significant Disabilities, White Plains: Longman.
37. WOOD, D., BRUNER, J.S., and Ross, G., 1976. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17: 89–100.
38. WOOLFOLK, A.E., and GALLOWAY, C.M., 1985. Nonverbal behavior and the study of teaching. Theory into Practice, 24: 77–84.
39. WOOLFOLK, A.E., and BROOKS, D.M., 1985. The influence of teachers' nonverbal behaviors on students' perceptions and performance. The Elementary School Journal, 85: 514–528.