Suggests a framework for structured observation using a psychosocial approach to describe work styles, differences in performance, and outcomes of behavior patterns. (JW)

Provided for regular and special class teachers is a list of questions for observing student behavior in eight areas: independent work, organization, written work, teacher-directed activities, oral language, cafeteria behavior, relationship with peers and motor ability. (CL)

In finding an accurate method of describing school administrators' behavior patterns, draws on script theory from cognitive psychology and speech act theory from sociolinguistics to supplement the structured observation approach. (JW)

The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources are also suggested for the practitioner to use in behavioral assessment of hyperactivity. (SW)

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

The author discusses the substantive and methodological contributions which several disciplines can make to naturalistic research in the field of special education and raises definitional issues. (Author)

While total ontask behavior distinguished institutionalized children from children in community schools and special classes, it did not differentiate retarded children in community based classrooms from one another. (Author/SB)

A clarification of the identification process for emotionally disturbed children is presented. Traditional definitions of emotional disturbance (ED) are explored and four behavioral clusters within traditional definitions are presented. The four are withdrawal from social interaction (autism), unsatisfactory interpersonal relationships,…

This is the final report of a research project. The goal of the project was to record a large collection of mathematical performances by students and to develop a system for analyzing these performances. The subjects observed included students in grades 3, 4, 5, 6, 7, and 9 and three adult groups. Four specific results are reported: (1) a large…

The 99 observation systems described in this anthology describe measurable categories of behavior, rather than global concepts. These systems function as a meta-language--a language for describing communication. Each represents one or more of seven major categories: affective, cognitive, nonverbal, activity, content, sociological structure, and…