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• W2061753006 abstract "We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions." @default.
• W2061753006 created "2016-06-24" @default.
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• W2061753006 date "2007-01-01" @default.
• W2061753006 modified "2023-09-24" @default.
• W2061753006 title "Instructional Interactions of Students With Cognitive Disabilities: Sequential Analysis" @default.
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• W2061753006 doi "https://doi.org/10.1352/0895-8017(2007)112[94:iioswc]2.0.co;2" @default.
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