Instructional Interactions of Students With Cognitive Disabilities: Sequential Analysis

Abstract

We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions.

Promoting self-determination for students with intellectual disability: A Vygotskian perspective

“…To adapt to impairment in e.g. memory functions or attention, prompting systems such as check lists, pictures learning strategies, and one-on-one instructions by the teacher can be used to enhance learning (Goldstein & Behuniak, 2012;Räty, Kontu & Pirtimaa, 2016;Kim & Hupp, 2007). The emerging of complex cognitive abilities may be hampered by social interaction that is not adapted to the child's cognitive functioning.…”

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

“…The use of picture activity schedules as in the study of Duttlinger et al (2013) may help students with intellectual disabilities self-manage their daily tasks; creating a "to do list" with picture symbols does not require writing skills. Kim and Hupp (2007) showed that in one-on-one instruction teacher directions are related to students' active task engagement, but the researchers also discussed the negative aspects.…”

Motivation in Children with Intellectual Disabilities

“…Parents and teachers of Research and Practice in Intellectual and Developmental Disabilities 55 children with intellectual disabilities are often observed to be more directive and controlling (Glenn et al, 2001;Kim & Hupp, 2007), thus potentially denying sufficient opportunities for independent mastery attempts. The evidence presented by Tich a et al (2012) about the lack of choice around everyday activities, such as how to spend leisure time exercised by individuals with intellectual disabilities, and by Bigby, Knox, BeadleBrown, Clement, and Mansell (2012) regarding the directiveness of some support staff, suggests that at least some adults live in environments in which there is little support for autonomous activity.…”