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Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach
Gorney-Krupsaw, Beth Atwater, Jane Powell, Lynda Morris, Edward K.
Gorney-Krupsaw, Beth
Atwater, Jane
Powell, Lynda
Morris, Edward K.
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Abstract
This study investigated whether LD adolescents could be taught to change their classroom behavior in ways that would effect how their teachers treated them and whether they could be taught to generalize positive changes in their interactions with teachers. Six LD junior high students were taught three social skills: initiating positive interactions, responding to requests, and recruiting attention for individual help. The students were successful in learning the social skills in the training session; however, they did not exhibit these skills on a consistent basis in their classroom. Teachers perceived the subjects' classroom behavior as more appropriate.
Description
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1981-04-01
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Institute for Research in Learning Disabilities
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Citation
Gorney-Krupsaw, B., Atwater, J., Powell, L. & Morris, E. K. (1981) Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach [Research Report 45]. Institute for Research in Learning Disabilities, Lawrence, KS.