An Observational Analysis of Classroom Behaviors of Children with Learning Disabilities

Bryan, Tanis

doi:10.1177/002221947400700106

Cited by 165 publications

(62 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It has also been noted that this relationship has been reported for children at all grade levels, from the primary grade levels through college (McCandless & Evans, 1973;Adeniran, 1985;Salawu, 1991). Academic success and positive self-concept have also been shown to be positively correlated in Black and Hispanic children (Vasquez, 1974;Borovetz, 1975); in mentally retarded children (Tolor, 1974;Meyers, 1976); in physically handicapped childrefi (Byran, 1974;Cafferston, 1977); in sensory impaired children (^cMakin, 1976); and in learning disabled pupils (Seaman, 1974).…”

Section: Introductionmentioning

confidence: 99%

A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

Akinpelu¹

2008

Nig. J. Guide. Counsel.

View full text Add to dashboard Cite

The main purpose of the study was to examine the academic achievement and self-concept of male and female hearing-impaired students in Nigeria. In doing so, a purposive sampling procedure was employed to elicit responses from 566 (364 males and 204 females) hearing-impaired secondary school students identified in various parts of the country. The Adolescent Personal Data Inventory (APDI) was used to measure self-concept while the respondents' Junior Secondary Certificate Examination (JSCE) results were measures of their academic achievement. The data collected were analyzed using the t-test statistical procedure. The findings revealed that male hearing-impaired students did not achieve better than their female counterparts. It was also found that the self-concept of male hearing-impaired students was not significantly different from that of female hearing-impaired students.It was then suggested that counsellors should utilize strategies which could enhance the development of favourable self-concept among hearing-impaired students in general and female hearingimpaired students in particular.

show abstract

Section: Introductionmentioning

confidence: 99%

A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

Akinpelu¹

2008

Nig. J. Guide. Counsel.

View full text Add to dashboard Cite

show abstract

“…Brophy and Good ( 1970) found that teachers demanded better performance from students they identified as high achievers and, additionally, they more frequently provided praise to those students for their performance when compared with the perceived low achievers. Bryan (1974) also found differences in the nature of interactions between learning disabled students and their teacher and their non-5 learning disabled peers and the teacher. The data from this study indicate that as much time was spent interacting with the teacher by both populations, but the learning disabled students were more likely to be ignored by the teacher; when they did receive attention, it was more likely to be of a helping nature than that received by their nonhandicapped peers.…”

Section: Peer-social Interactionsmentioning

confidence: 91%

“…N onhandicapped students have been reported to be less responsive to initiatives from handicapped peers than from their nonhandicapped peers. Bryan (1974) found that while handicapped children were as likely to initiate interaction with their peers, they were more likely to be ignored by them when compared with the nonhandicapped. Gottlieb and Davis ( 1973) found that when nonhandicapped students were given the choice of handicapped or nonhandicapped peers to serve as game partners, they were more likely to choose the nonhandicapped students.…”

Section: Peer-social Interactionsmentioning

confidence: 95%

“…Research conduced by Bryan (1974) and Bryan and Wheeler ( 1972) led to the finding that learning disabled children spend significantly less time in task oriented behavior and more time in non-task oriented behavior than do average achievers. Krupski ( 1979) found mildly retarded students to be more distractible, spending less time on task and more time out of their seats than their nonretarded peers.…”

Section: Task Oriented Behaviormentioning

confidence: 99%

See 1 more Smart Citation

Least Restrictive Environments: Instructional Implications

Meyen¹,

Lehr²

2018

Exceptional

View full text Add to dashboard Cite

With passage of PL 94-142, the Education for All Handicapped Children Act of 1975, one could argue that the ultimate in legislative assurances had been achieved for handicapped children and youth. By law, the handicapped must receive a free and appropriate education. Insertion of the word appropriate extends the implications of the law beyond the issue of equal rights. It gives both advocates and professionals an agenda for the future as attempts are made to operationally define appropriateness and to strengthen instructional interventions.The required individualized education program (IEP) is emerging as a useful tool ( 1) for focusing the attention of parents and educators on instructional needs of the handicapped, and (2) as an accountability measure in the overall issue of due process. The more significant impact of the legislation, however, may center on the response of public schools in implementing the principle of least restrictive environment (LRE). Given the specification of educational goals and short-term objectives based on individual needs of the handicapped child, the most normal appropriate instructional setting must be selected for implementation. INFERRED MEANING OF LREAlthough PL 94-142 requires adherence to the least restrictive principle and sets forth procedures for determining compliance, it falls short in offering those responsible for implementation clear guidelines as to what constitutes least restrictiveness for particular students. In the absence of such guidelines, local districts, faced with compliance, have moved to operationalize a definition and in the process have oversimplified the principle. The consequence is an emphasis on placement options centering on retention in the regular class -popularly referred to as mainstreaming.

show abstract

“…This system was developed to enable an observer to analyze the interaction of a small group. Investigations of classroom interacton using the Bales' system suggest that the system is sensitive to variations in the quality of teacher-student interaction (Bryan, 1974;Bryan & Wheeler, 1972).…”

Section: Instrume Ntsmentioning

confidence: 99%

Exploring immigrant students' adjustment to learning in their new cultural setting

Jamieson

Stewin

1987

Int J Adv Counselling

View full text Add to dashboard Cite

The adjustment of non-English speaking immigrant students to learning was explored by comparing the learning characteristics of immigrant students with those of a matched group of Canadian students. Eleven immigrant students and eleven Canadian students from three grade 4 classrooms in three schools in a large Western Canadian urban school system were assessed on academic achievement, attitude to school, English proficiency, academic serf-concept, and quality of teacher-student interaction. Data on attitudes of teachers toward immigrant students and on attitudes of parents of immigrant students towards the mother culture and learning in a second culture were also collected. Results indicated that immigrant students did not differ significantly from Canadian students on any of these variables. Findings were supported by other Canadian studies on immigrant students and the research on second language learning. The adjustment of immigrant students to learning appeared to be dependent upon three factors: length on time in the second culture, the proportion of immigrant students within a classroom, and the cultural harmony in both home and school settings.

show abstract

An Observational Analysis of Classroom Behaviors of Children with Learning Disabilities

Cited by 165 publications

References 12 publications

A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

Least Restrictive Environments: Instructional Implications

Exploring immigrant students' adjustment to learning in their new cultural setting

Contact Info

Product

Resources

About