EFFECTS OF INSTRUCTIONAL VARIABLES ON ENGAGED BEHAVIOR OF STUDENTS WITH DISABILITIES IN GENERAL-EDUCATION CLASSROOMS

Citation
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
Citations number
25
Categorie Soggetti
Education, Special",Rehabilitation
Journal title
ISSN journal
00144029
Volume
63
Issue
4
Year of publication
1997
Pages
481 - 497
Database
ISI
SICI code
0014-4029(1997)63:4<481:EOIVOE>2.0.ZU;2-K
Abstract
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.