Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Nonhandicapped Students

Abstract

The purpose of this study was to compare the interactions of learning disabled (LD), behavior-disordered (BD), and nonhandicapped students. The interaction of 15 pupils from each diagnostic group and their peers, teachers, and classroom aides were observed by means of a behavior observation instrument. The observation system was designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. The teachers of the three groups of students did not differ in positive and negative statements directed to students; however, BD teachers emitted significantly more neutral statements to their students than did LD and regular teachers. Finally, the three groups did not differ in types of statements emitted. The results are discussed in terms of their implications for current educational practice.