Classroom Behavior of Retarded Children before and after Integration into Regular Classes (original) (raw)
Related papers
1973
The classroom behaviors of 12 segregated and 14 integrated educable mentally retarded (EMR) children (mean age 10 years) who were all formerly segregated and then randomly assigned to their present class placement were compared to those of a low IQ group who had never been identified for special class placements and an intellectually average group of children on a 12 category observation schedule. The data indicated that four months after the school year began, the integrated EMIR behaved more similarly to non-labeled EMR children than to their segregated peers. The results indicated the importance of appropriate peer models on the classroom behaviors of EMR children. (Author)
1972
An observational study explored whether characteristic behavioral patterns of an educable mentally retarded ouao population were unique and served as a label for identification in the social milieu. Of particular interest were differences between EMR children who were integrated into the regular classroom and their non-retarded peers. A time-sampling method was used to count frequencies of 12 behavior categories selected to cover attention, deviances and communication issues. One of the clearest findings was that the integrated and special class children engaged in significantly less interpersonal interaction than did their non-retarded peers. Differences between the groups also emerged in terms of behavior patterning. Factor analysis of the behavior categories yielded three factors, one identified with the special class EMRs (unusual guy syndrome) and the other two correlated with the non-EMR control children (bad guy and good guy syndromes). The integrated children were described less by an identifiable pattern of their own than by the absence of a pattern. It was thought that the integrated children may be avoiding engaging in any noticeable active behaviors. (For related studies, see also EC 042 063 and 042 066.) Abstract An observational study was carried out to explore whether characteristic behavioral patterns of a mildly retarded population are unique and serve as a label for identification in the social milieu. We were particularly interested in whether there were differences between EMR children who have been integrated into the regular classroom and their non-retarded peers. A time-sampling method was used to count frequencies of twelve behavior categoriei selected to cover attention, deviance, and communication issues.
Journal of Abnormal Child Psychology, 1994
Thirty-four children (ages 6-12 years) with moderate to borderline mental retardation were studied in a laboratory classroom setting to determine whether children identified as having attention deficit hyperactivity disorder on the basis of Conners Questionnaires differed in classroom behavior. Half of the children scored 15 or greater on both the Parent and Teacher Conners; the remaining children scored 11 or less. All were participants in a Saturday Education Program serving children with mental retardation. Direct observation of the laboratory classroom documented significant differences between groups on measures of on-task behavior and fidgetiness, especially dudng situations where little direct teacher feedback or supervision was available. Saturday Education Program staff, while blind as to group designation, rated the two groups as differing significantly on all scales of two standardized behavior problem
The Effect of Class Placement on the Social Adjustment of Mentally Retarded Children
Findings of 43 studies examining the'effects of class placement on social adjustMent of mentallytretarded.students were reviewed. Studies met the following criteria: (1) they investigated the class placement of mentally retarded students; (2) they included a dependent measure of social adjustmentand (3) they reported quantitative tests of placement effects. A comparison of special versus regular class placement revealed significantly better social adjustment in special classes r while comparison of special versus resource classroom placement revealed no difference in overall social adjustment. Ratings by teachers and peers' indicated better' adjustment for students in-special classes while ratings by adults other than teachers tended to indicate superior social adjustment 'in regular or resource classes. Self reports of social adjustment revealed no. placement iffeiences. Policy implications included the importance of considerinc ifferent perspectives on,the issue of social adjustment.
Social acceptability of retarded children in nongraded schools differing in architecture
American journal of mental deficiency, 1973
The social position of integrated and segregated educable mentally handicapped (EMR) children in a traditional school building was compared to that of EMR children in a no-interior wall school. The results indicated that while EMR children in the unwalled school were known more often by their nonEMR peers, they were not chosen as friends more often. Retarded children in _the unwalled school were rejected more often than retarded children in the walled school. Also, integrated EMR children were rejected more than segregated EMR children.
Classroom behaviors of preschool children with and without developmental disabilities
Journal of Applied Developmental Psychology, 1995
This study compares the classroom social and task-mastery behaviors of two groups of 3-year-old children with disabilities (n = 49 with Down syndrome and n = 33 with mild to moderate mental retardation) with two groups of typically developing children (n = 41 at 2 years old and n = 47 at 3 years old). Both samples of children with disobilities demonstrated lower levels of task mastery skills in comparison to typically developing children. The social behaviors of both samples of children with disabilities were more advanced thon the 2-year-old comparison sample but less advanced thon the 3-year-olds. Children with developmental disabilities were more involved in interactions with teachers thon typically developing children. Children with Down syndrome exhibited some differences, especially in social interaction, in comparison to children with other forms of mental retardation.
A Study of the Integration of Children with Intellectual Handicaps into Regular Schools
Journal of Intellectual and Developmental Disability, 1984
This study examined the progress of fifteen intellectually handicapped children integrated into normal primary schools. The children had previously attended an early intervention program for between six months and five years, and were now in their fust to third years at primary school. The battery of assessment procedures included norm referenced tests of mathematics, reading, and language; systematic observations of the children in the classroom and playground; sociometric assessment; and interviews with both the classroom teachers and the parents.The data indicated that most children had adjusted well to the classroom setting, and were well accepted by their peers. Academically, the progress of the children was much more variable. Teachers and parents exhibited positive attitudes towards integration. The need for further research to clarify many basic issues in respect to integration was briefly discussed.
Improving Classroom Behavior in Mentally Retarded Children Through Correspondence Training
Journal of Applied Behavior Analysis, 1982
Except for a few studies, most research investigating correspondence training procedures has been more analogue in nature. The purpose of the present set of studies was to examine whether a “say‐do” correspondence training technique could be used with children in special education classes to improve classroom behavior. The specific behaviors targeted for change included: out‐of‐seat behavior (Experiment 1), sitting posture (Experiment 2), and on‐task behavior (Experiment 3). The say‐do procedure used in Experiment 1 resembled that of previous studies, whereas that in Experiment 2 was more elaborate in the specificity of verbal statements required from the children and the feedback given them. The training procedure in Experiment 3 used a format similar to the say‐do approach, but stressed visual rather than verbal cuing because it was used with nonverbal children. All three studies used single‐subject designs and examined maintenance and/or generalization questions. Experiments 2 an...
Behavioral Coping Styles of Mentally Retarded and Learning Disabled Pupils
1980
The Coping Analysis Schedule for Educational Settings (CASES), an observation instrument to identify students' primary coping or interaction styles, was evaluated with 44 educable mentally retarded (EMR), learning disabled (LD), or normal children (7 to 11 years old). CASES is intended to be a quantitative tool for collecting the data required under Federal guidelines as part of the student placement process. The study also investigated whether CASES could distinguish between learning disabled and other students. Ss were observed on two different days in similar settings by two different observers with results coded into the 19 CASES categories. Among results were the EMR Ss were less resistant and noncpnforming than LD Ss and more other directed and task oriented than LD Ss or normal Ss. LD Ss did not differ significantly from normal Ss. CASES did appear to be approptiate and useful as a means of collecting observational data for diagnostic purposes. (DB)