Teaching Middle School Students with Learning Disabilities to Recruit Positive Teacher Attention
Document Type
Article
Publication Date
12-1-1998
Department
Curriculum, Instruction, and Special Education
Abstract
Four middle school students with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive general education classrooms. The students were taught to show their work to the teacher two to three times per session and make statements such as: "How am I doing?" Training was conducted in the special education classroom and consisted of modeling, role-playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (a) the rate of recruiting by the students, (b) the rate of teacher praise received hy the students, (c) the rare of instructional feedback received by the students, and (d) the accuracy with which students completed their workbook assignments.
Publication Title
Exceptional Children
Volume
65
Issue
2
First Page
253
Last Page
270
Recommended Citation
Alber, S. R.,
Heward, W. L.,
Hippler, B. J.
(1998). Teaching Middle School Students with Learning Disabilities to Recruit Positive Teacher Attention. Exceptional Children, 65(2), 253-270.
Available at: https://aquila.usm.edu/fac_pubs/5142