An Economical Model of the Engineered Classroom

1971 ◽  
Vol 28 (3) ◽  
pp. 963-966 ◽  
Author(s):  
Richard Coleman
Keyword(s):  
Behavior Modification ◽  
Special Class ◽  
Classroom Behaviors ◽  
Full Time ◽  
Regular Class

A behavior modification model was developed for a special class of 5 ‘disturbed’ children following the collapse of a “green thumb” program. Specific appropriate classroom behaviors were identified for each child. The goal of the program was to increase the frequency of these appropriate behaviors to the extent that the child could function full-time in a regular class. The organization of the class as well as the behavior modification procedures are described.

Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting

1985 ◽  
Vol 9 (2) ◽  
pp. 8-15 ◽  
Author(s):  
Debbie Espiner ◽  
Keri Wilton ◽  
Ted Glynn
Keyword(s):  
Social Behaviour ◽  
Special Class ◽  
Social Acceptance ◽  
Academic Progress ◽  
Educational Programme ◽  
Educational Setting ◽  
Educational Facilities ◽  
Handicapped Children ◽  
Regular Class ◽  
The Social

AbstractThe social acceptance (by non-handicapped children) and classroom and playground social behaviour of the five former special class pupils was studied. Six months prior to the study the pupils had been transferred to an experimental mainstream special educational programme within the same school. At the time of the study, the mainstreamed children were all maintaining or surpassing the rates of academic progress they had shown in the special class and they were well accepted by their classmates. Their social behaviour during unstructured classroom and playground activities closely approximated that of their classmates, but in the case of playground activities differed markedly from that of pupils who had remained in the special class. The results indicate that mainstream special educational facilities can work effectively — i.e., academically and socially, for at least some mildly retarded children. Where resources permit and the support of regular class teachers is available, there would appear to be some advantages for the children concerned.

Factors in Special Class Placement

1973 ◽  
Vol 39 (7) ◽  
pp. 525-532 ◽  
Author(s):  
Rosalyn A. Rubin ◽  
Patricia Krus ◽  
Bruce Balow
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Special Class ◽  
School Behavior ◽  
Low Socioeconomic ◽  
Regular Class ◽  
Class Placement ◽  
Low Iq ◽  
Preschool Readiness ◽  
Status Differences

In an effort to identify factors associated with placement in classes for the educable retarded, comparisons were made between a group of 17 low IQ (< 80) regular class subjects and three groups of special class subjects: (a) 18 low IQ (< 80) subjects, (b) 9 average IQ (≧80) subjects, and (c) the total group of 32 special class subjects. No differences were found between regular and special class subjects on preschool readiness and language development or on achievement prior to differential placement. Significant socioeconomic status differences favored the regular class subjects. Both low socioeconomic status and poor school behavior were associated with special class placement of average IQ children. At 9 years of age, significant differences favoring regular class subjects were found on measures of academic achievement. These differences were attributed to the effects of differential school placement.

Inclusion in action: One school's response

1993 ◽  
Vol 3 ◽  
pp. 83-90
Author(s):  
Susan Waltisbuhl
Keyword(s):  
Role Models ◽  
Learning Difficulties ◽  
Full Time ◽  
Regular Class ◽  
Integration Program ◽  
Part Time ◽  
Regular Teacher ◽  
Primary School Age ◽  
Appropriate Education ◽  
Teacher's Perspective

The Monkland Integration Program (MIP) was designed to provide appropriate education for students of primary school age with various disabilities through a regular class program (Penn, Stephens & Quadrio, 1992). The group would progress through the school with their peers thus affording parents with a possible seven year placement at one school. The specialist teacher would be chiefly responsible for monitoring each placement, recommending modifications as necessary. Commonwealth funding would support the program both financially and through the allocation of an aide primarily for the group. Monkland's School Development Plan would incorporate the needs of this group also.The paper by Penn et al. (1992) looked at the planning and implementation of the project from the organisational perspective, while this paper provides a report from the classroom teacher's perspective.A ceiling for the total group was set at eight members with an option to use those places as full or part-time positions. This opened the program at Monkland to parents with children in other settings as an opportunity for social involvement with age-peers.Four children arrived to begin school initially in Term one of 1991. They were enrolled to join a Year One/Two class with a population reflecting any other class yet containing some children particularly particularly recognised as good role models and some with learning difficulties. (Class total was 25 full-time pupils.) The class was staffed at this time by two teachers (one regular teacher and one specialist teacher), and fifteen hours/ week aide time.

Students' Time on Learning Tasks in Special Education

1989 ◽  
Vol 55 (6) ◽  
pp. 508-515 ◽  
Author(s):  
H. Lyndall Rich ◽  
Steven M. Ross
Keyword(s):  
Special Education ◽  
Special Class ◽  
Special School ◽  
Naturalistic Observation ◽  
Resource Room ◽  
Learning Time ◽  
Use Of Time ◽  
Regular Class ◽  
Learning Tasks

The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives—regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time.

Differences in the Classroom Behaviors of Behaviorally Disordered and Regular Class Children

1986 ◽  
Vol 12 (1) ◽  
pp. 45-53 ◽  
Author(s):  
John R. Slate ◽  
Richard A. Saudargas
Keyword(s):  
Multiple Regression ◽  
Teacher Behaviors ◽  
Fifth Grade ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
Child Behaviors ◽  
Group Approach ◽  
Behaviorally Disordered ◽  
Regular Class ◽  
Discriminant Analyses

The regular classroom behaviors of behaviorally disordered and regular class third, fourth, and fifth grade males were observed. An average of 80 minutes of direct classroom observational data were taken on each child. Multiple regression and discriminant analysis procedures were used to determine which behaviors best differentiated among the behaviorally disordered and regular class children. A multiple regression procedure revealed 10 behaviors that accounted for 81.35% of the variance in group membership (Social Interaction Teacher, Directions, Out-of-seat, Teacher Group Approach Schoolwork, Approvals, Disapprovals, Schoolwork, Raise-hand, Teacher Group Approach Other Activity, Call-out). Separate discriminant analyses were run on the child behaviors, teacher behaviors, and the child and teacher behaviors combined. Only the child behaviors and the child and teacher behaviors combined produced significant results. No teacher behaviors by themselves were obtained which differentiated between the two groups. These findings suggest that behaviorally disordered children's behavior should be examined within the context of the regular classroom. Moreover, the teacher's behaviors in relation to the target child should be assessed.

Achievement Related Classroom Behavior of Secondary School Normal and Disturbed Students

1969 ◽  
Vol 35 (9) ◽  
pp. 677-684 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Emotionally Disturbed ◽  
Special Class ◽  
Classroom Behavior ◽  
School Students ◽  
Regular Class ◽  
Regular Classes ◽  
Item Scale ◽  
Senior High School Students

How can the educator be helped to focus upon achievement related classroom behavior in an organized, reliable, and communicable fashion? Academically related behaviors were described by teachers of regular (public school) and special class (emotionally disturbed) junior-senior high school students. An initial 102 item scale was used by teachers to rate 882 regular class and 672 special class youngsters. The result was a 45 item scale defining 13 factors, 12 common to both the regular and special class groups. All of the 13 factors were significantly correlated with academic achievement in the special classes, 12 of the 13 in regular classes. The results were interpreted in terms of the relevance of behavior to academic success or failure.

Commonality of Behavioral Characteristics of Educable Mentally Retarded and Emotionally Disturbed Children

1981 ◽  
Vol 48 (3) ◽  
pp. 815-818 ◽  
Author(s):  
Lee Sherry ◽  
Bob Algozzine
Keyword(s):  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Behavioral Characteristics ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
School Students ◽  
Resource Room ◽  
Regular Class ◽  
Educable Mentally Retarded ◽  
Task Oriented

Frequencies of non-task-oriented behaviors of 11 educable mentally retarded and 11 emotionally disturbed middle school students in Grades 7 and 8 were observed in the regular classroom and the resource room for two 20-min. periods. Frequencies of operationally defined behaviors were analyzed by a two-way analysis of variance. Behavioral characteristics for the two groups did not differ significantly. Classroom placement, i.e., regular class or resource room, produced little difference in behavioral characteristics on the dimensions observed. Implications for placement of exceptional students based on categorical labels and special education vs regular classroom placements are considered based on overt classroom behaviors.

Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

2020 ◽  
pp. 136216882092358 ◽  
Author(s):  
Masatoshi Sato ◽  
Neomy Storch
Keyword(s):  
Second Language ◽  
Group Discussion ◽  
First Language ◽  
Classroom Behaviors ◽  
Efl Learners ◽  
Learner Beliefs ◽  
Regular Class ◽  
L2 Motivation ◽  
Australian English ◽  
L1 Use

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) ( n = 19) and Australian English as a second language (ESL) ( n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs); (2) the initiator of LREs (self or other); and (3) L1 use for resolving LREs. The results showed that the EFL learners produced significantly more LREs. The EFL learners also used more L1 to resolve LREs. Factor analyses of the questionnaire data, conducted within- and across-contexts, showed notable differences in the two contexts as well. However, the findings of learner beliefs did not necessarily account for the differential classroom behaviors. We discuss our findings by reference to the socio-linguistic and socio-educational statuses of English in the two contexts as well as approaches to instruction which together shaped the learners’ differential needs and purposes for learning the L2.

Remediation of the Conduct Problem Child in the Special Class Setting

1966 ◽  
Vol 32 (8) ◽  
pp. 509-515 ◽  
Author(s):  
Herbert C. Quay ◽  
John S. Werry ◽  
Marjorie Mcqueen ◽  
Robert L. Sprague
Keyword(s):  
Public School ◽  
Mental Health Professionals ◽  
Special Class ◽  
School Setting ◽  
Group Versus ◽  
Conduct Problem ◽  
The Public ◽  
Problem Child ◽  
Regular Class

This paper describes principles and assumptions which underlie an experimental special class for conduct problem children which has been developed cooperatively by an interdisciplinary university research center and a public school. A conceptualization of the nature of children's behavior disorders is offered, and some principles of behavior modification and remediation of academic deficiencies are discussed. Some particular characteristics of the conduct problem child relevant to the education process are outlined. Also considered are factors relevant to remediational efforts within the public school setting, including the problem of group versus individual techniques, the role of mental health professionals, the place of other than classroom treatment, the goals of the special class, and the utilization in the regular class of techniques developed in the special class.

The Classroom Application of Behavior Modification Principles for Multiply Handicapped Blind Students

1974 ◽  
Vol 68 (10) ◽  
pp. 447-453
Author(s):  
Patricia A. Gallagher ◽  
Ruth E. Heim
Keyword(s):  
Behavior Modification ◽  
Special Class ◽  
Residential School ◽  
Behavioral Repertoire ◽  
Handicapped Children ◽  
Word Writing ◽  
Social Comments ◽  
Visually Handicapped ◽  
Blind Students

Three studies of multiply handicapped blind students enrolled in a special class located in a residential school for visually handicapped children are reported. The application of behavior modification techniques was designed to help the students: a) decrease bickering comments and acquire positive social comments; b) increase independent seat work responses including braille word writing, placement of pegs in a peg board, and placement of cubes in a cubarithm, and c) learn a mobility skill. In each case the subjects were successful in changing responses in their behavioral repertoire when a behavior modification program was implemented.

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