Kr. Logan et al., EFFECTS OF INSTRUCTIONAL VARIABLES ON ENGAGED BEHAVIOR OF STUDENTS WITH DISABILITIES IN GENERAL-EDUCATION CLASSROOMS, Exceptional children, 63(4), 1997, pp. 481-497
This article presents results from an observational study analyzing th
e effect of instructional variables on the engaged behavior of 29 stud
ents with moderate, severe, or profound intellectual disabilities who
were included full time in general education elementary classrooms. Re
sults indicated that one-to-one, small group, and independent work arr
angements were social associated with higher engaged behavior than who
le class instruction. Three instructional contexts associated with the
highest levels of engaged behavior were identified. Results are discu
ssed in relation to building effective instructional contexts for stud
ents with severe disabilities in general education elementary classes.