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dc.contributor.authorGorney-Krupsaw, Beth
dc.contributor.authorAtwater, Jane
dc.contributor.authorPowell, Lynda
dc.contributor.authorMorris, Edward K.
dc.date.accessioned2015-01-20T20:00:48Z
dc.date.available2015-01-20T20:00:48Z
dc.date.issued1981-04-01
dc.identifier.citationGorney-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.en_US
dc.identifier.urihttp://hdl.handle.net/1808/16316
dc.descriptionThis research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.en_US
dc.description.abstractThis 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.en_US
dc.publisherInstitute for Research in Learning Disabilitiesen_US
dc.relation.ispartofseriesResearch Report / Institute for Research in Learning Disabilities;45
dc.titleImproving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approachen_US
dc.typeBook
kusw.kuauthorGorney-Krupsaw, Beth
kusw.kuauthorAtwater, Jane
kusw.kuauthorPowell, Lynda
kusw.kuauthorMorris, Edward K.
kusw.kudepartmentEducationen_US
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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