Social Interaction Patterns of High and Low Status Behaviorally Disordered Students within Self-Contained Classroom Settings: A Pilot Investigation

1984 ◽  
Vol 10 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Larry Maheady ◽  
Diane M. Sainato
Keyword(s):  
Special Education ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Free Play ◽  
High Status ◽  
Interaction Patterns ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Special Education Programs

The purpose of the present investigation was to provide information regarding the social interaction patterns of behaviorally disordered students in self-contained special education programs. The highest and lowest sociometrically rated students in each of three elementary, self-contained special education programs were observed during free play time for 5 minutes each day over a 4-week period. The quantity (frequency), quality (positive or negative), and reciprocal nature of their social interactions with classroom peers were recorded. Results of this investigation indicate that, for the most part, social interactions among behaviorally disordered youngsters were both positive and reciprocal in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high and low status students. However, specific differences were found in peer social behavior that was directed toward the target subjects. High status students were the recipients of (a) higher rates of peer initiations, (b) greater percentages of positive social initiations, and (c) fewer negative social contacts. Low status children, on the other hand, encountered fewer peer-initiated contacts, and of these, a greater percentage were negative in nature. Implications for future research are discussed.

Aversives in Special Education Programs for Behaviorally Disordered Students: A Debate

1985 ◽  
Vol 10 (4) ◽  
pp. 295-304 ◽  
Author(s):  
Robert H. Zabel ◽  
Reece Peterson ◽  
Robert Zabel ◽  
Ellen McGinnis ◽  
Deborah Scott-Miller ◽  
...  
Keyword(s):  
Special Education ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Special Education Programs

What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

1988 ◽  
Vol 13 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Richard S. Neel ◽  
Nancy Meadows ◽  
Phyllis Levine ◽  
Eugene B. Edgar
Keyword(s):  
Special Education ◽  
Public School ◽  
Secondary Students ◽  
The State ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Follow Up Study ◽  
Follow Up Studies ◽  
Special Education Programs

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

Social Interaction and Social Organization of Israeli Fiveto Seven-Year-Olds

1981 ◽  
Vol 4 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Rachel Hertz-Lazarowitz ◽  
Dina Feitelson ◽  
Shoshana Zahavi ◽  
Willard W. Hartup
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Organization ◽  
Social Interactions ◽  
Age Differences ◽  
First Graders ◽  
Free Play ◽  
Solitary Play ◽  
Parallel Play

Four hundred and eight children kindergartners and first-graders from three experimental infant schools in Israel were observed in outdoor free play, forty minutes each day, for three continuous weeks. Social interactions and social organization were recorded using a modified version of Parten's (1932) system of categorization. Findings showed that the children engaged mainly in positive-active behaviors (over fifty-four percent). Solitary play and onlooker behavior accounted for thirty percent of children's social behavior. Parallel play occurred less frequently than reported earlier for younger children, although no age differences were observed between kindergartners and first graders. Boys were significantly more active than girls, and exhibited negative social interaction more frequently. Social organization was balanced. Children were observed fifty-seven percent in dyads, twenty-seven percent in groups of three and four children, and fourteen percent in groups with more than five children. Kindergartners participated in significantly smaller groups than first graders.

Electrical Emissions in Gymnotus Carapo and Their Relation To Social Behavior

Behaviour ◽  
1970 ◽  
Vol 37 (1-2) ◽  
pp. 1-14 ◽  
Author(s):  
J.A. Valone
Keyword(s):  
Life History ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Physical Contact ◽  
Postural Responses ◽  
The Social ◽  
History Of ◽  
Electrical Stimuli

Abstract1. The relation between the social behavior and the electrical emissions of Gymnotus carapo is examined. 2. Members of the species Gymnotus carapo approach certain sources of electrical stimuli and, in a statistically significant number of instances, assume a stance parallel to the plane from which the stimuli originate. 3. The approach and postural responses elicited by electrical cues resemble those observed when two fish, placed in the same tank, interact socially. 4. Electrical cues therefore appear to facilitate certain social interactions in Gymnotus carapo. 5. The character of electrical emission in Gymnotus carapo appears to change as a function of certain social interaction: a. Interaction resembling aggression is accompanied by brief increases in the frequency of emission. b. The increases in frequency appear to be linked to thrusting movements. c. Fish interacting with one another appear to lock into a common frequency more often than fish that are not in physical contact with one another. d. During social interaction, one of the two fish is occasionally observed to halt emissions altogether. 6. The exact significance of the social behavior observed in the context of the life history of Gymnotus carapo is unknown.

Culture as a normative social behavior

2021 ◽  
pp. 136-143
Author(s):  
Andrey Yakovlevich Flier
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Social System ◽  
Special Role ◽  
System A

The article shows that in culture as a social system, a special role is played by normative social behavior, which regulates social interaction and communication between people, and mores, with the help of which the regulation of social interactions is carried out.

A Bandwagon without Music: Preparing Rural Special Educators

1984 ◽  
Vol 50 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Lawrence W. Marrs
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Special Educators ◽  
Rural America ◽  
Education Programs ◽  
Special Education Programs

The bandwagon has finally reached rural America. This article discusses important considerations for those who would board this bandwagon carrying baggage which includes preconceived ideas about using traditional special education programs to prepare special educators for rural areas. Competencies and curriculum elements which should be included in preservice programs are discussed.

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