Effects of Class Size on Attention, Communication, and Disruption of Mildly Mentally Retarded Children

Author:

Forness Steven R1,Kavale Kenneth A2

Affiliation:

1. University of California, Los Angeles

2. University of California, Riverside

Abstract

Although the number of children in special classrooms for the mildly mentally retarded may vary considerably from classroom to classroom, little evidence is available on the effects of differing class size. The present study examined classroom behavior of 393 pupils in 26 educable mentally retarded classrooms in regard to differential effects of having approximately 12, 15, and 19 pupils per classroom. Several effects were found in attention and communication, but relatively few were found in disruptive behavior.

Publisher

American Educational Research Association (AERA)

Subject

Education

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