Describes the compliance-resisting behaviors in selected communication by first-, fourth-, and tenth-grade students. Seeks to assess the development of ability to construct compliance-resisting strategies. (MS)

A study was conducted to examine how different kinds of children's nonverbal behavior developed across grade levels. The six kinds of behavior studied were (1) proxemic, or observance of personal space; (2) haptic, or touching behavior; (3) oculesic, or gazing; (4) kinesic, or interpreting emotions from facial expressions; (5) vocalic, or…

Found that teachers perceive that their students (1) have developed many behavioral conversational skills prior to contact with school and (2) reveal very little development in their emotional expression abilities. (PD)

Conducted as part of a research program examining teachers' use of compliance gaining strategies to control specific student misbehaviors, a study investigated the strategies used by experienced teachers in dealing with student misbehaviors. The purpose was to compare the findings with those of an earlier study with prospective teachers. Subjects…

Results showed a number of significant developmental changes in students' nonverbal communication as perceived by teachers. (PD)

Generated a list of power strategies or behavior alteration techniques (BATs) that elementary and secondary teachers perceive as effective in managing student behavior. Investigated their use and found that teachers rely primarily on reward-type BATs and frequently use the student's "audience" to effect change. (PD)

As part of a research project on teacher power in the classroom, a study examined behavior alteration techniques (BATs) and behavior representative messages (BAMs) used by elementary and secondary school teachers in classroom management. In the first phase of the study, 177 college students generated lists of BATs and BAMs, and then, working in…

Theories and research findings relating to the development, treatment, and effects of communication apprehension (CA) are presented in this paper. The first section, which traces the etiology and development of CA, posits a relationship between environment, personality constellations, and CA. A section on treatment of CA reviews and compares three…

Results suggest that the nature of parent-child communication and effects of that interaction depend not only on messages stressed by the parent but also on the child's own cognitive abilities and goals. (JD)