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Hughes, Carolyn; Carter, Erik W.; Hughes, Tanya; Bradford, Emily; Copeland, Susan R. – Education and Training in Mental Retardation and Developmental Disabilities, 2002
Comparison of instructional versus non-instructional roles on the interactions of general education high school students and their peers with disabilities found that during the non-instructional role condition, students engaged in more social-related than activity-related interactions, discussed a greater variety of conversational topics, and…
Descriptors: Disabilities, High Schools, Interaction Process Analysis, Interpersonal Relationship
Ferguson, Brad; And Others – American Journal on Mental Retardation, 1993
The social/verbal interactions of six employees with moderate or severe mental retardation and six workers without mental retardation were observed in restaurant settings. Among findings was that interactions between workers with mental retardation and the job coach correlated negatively with the workers' initiation of interactions with co-workers…
Descriptors: Adults, Interaction, Interaction Process Analysis, Interpersonal Competence
Hughes, Carolyn; Kim, Jin-Ho; Hwang, Bogseon – American Journal on Mental Retardation, 1998
This study first classified empirical measures that have been used to assess the social integration of employees with disabilities. It then aggregated findings describing social interaction patterns in employment. Ten categories of measures of social interaction were identified and occurrence of social interaction was found to vary by…
Descriptors: Context Effect, Disabilities, Evaluation Methods, Interaction Process Analysis
Siperstein, Gary N.; Leffert, James S.; Wenz-Gross, Melodie – American Journal on Mental Retardation, 1997
This study observed 65 friendship/acquaintance dyads, half of which involved one child with learning problems, among preadolescent children during play. Unlike friendships between children without disabilities, friendships involving a disabled child were marked by limited collaboration and shared decision making, a low level of cooperative play…
Descriptors: Children, Cooperation, Friendship, Interaction Process Analysis

Joseph, Robert M.; Tager-Flusberg, Helen – Journal of Autism and Developmental Disorders, 1997
Longitudinal videotape recordings of six young children with autism and six age- and language-matched children with Down syndrome in structured play with their mothers were analyzed. Findings of reduced expression of positive affect by autistic subjects suggest that their known deficits in attention and affective responsiveness persisted even in…
Descriptors: Attention Control, Autism, Downs Syndrome, Emotional Development

Waxman, Robyn P.; Spencer, Patricia E.; Poisson, Susan S. – Journal of Early Intervention, 1996
The Greenspan-Lieberman Observational System Revised was used to evaluate characteristics of dyadic interactions between 10 hearing mothers and hearing toddlers (HH), 10 deaf mothers and deaf toddlers (DD), and 10 hearing mothers and deaf toddlers (HD). Findings suggest that assessment instruments require some modifications and results must be…
Descriptors: Behavior Rating Scales, Caregiver Speech, Deafness, Interaction Process Analysis

Wehby, Joseph H.; And Others – Behavioral Disorders, 1995
Direct observation and sequential analytic techniques were used to analyze rates, antecedents, and predictive sequences of aggressive behavior for 28 elementary school-aged children with emotional/behavioral disorders. Results indicated that low rates of positive social interactions characterized the daily classroom ecology of students displaying…
Descriptors: Aggression, Behavior Disorders, Behavior Patterns, Behavior Problems

Neill, Sean R. St J. – British Educational Research Journal, 1991
Presents results of a study of adolescents' responses to being touched. Breaks downs findings by status and sex of toucher, age and sex of subject, and type of touch and part of body being touched. Concludes that effective use of touch depends on conforming to expectations in terms of how, where, and by whom child is touched. (DK)
Descriptors: Body Language, Elementary Secondary Education, Emotional Response, Foreign Countries
Heap, James L. – 1987
Based on an examination of the organizational features of editing during collaborative computer writing in a combined first and second grade classroom in a Catholic school during the 1985-86 school year, this paper argues that there is a fundamental difference between collaborative and solo computer writing, and that collaboration during computer…
Descriptors: Collaborative Writing, Editing, Foreign Countries, Group Dynamics
Kreppner, Kurt – 1987
The expansion process of the family after the arrival of a second child was the focus of this longitudinal study. Sixteen families, each with one child between one and three years old and a second child born at the beginning of the study, were observed in everyday situations when one or both parents were interacting with one or both children.…
Descriptors: Adjustment (to Environment), Birth Order, Family Relationship, Family Structure
Dabbs, James M., Jr.; And Others – 1983
Traditionally, group research has focused on outcome rather than process. In order to provide an efficient means of data collection and analysis in group process, the Automatic Vocal Transaction Analyzer (AVTA) system was developed to generate an objective chronography of conversation vocalizations, pauses, turntaking, switching, and…
Descriptors: College Students, Group Discussion, Group Dynamics, Group Experience
Wilkinson, Louise Cherry, Ed.; Marrett, Cora B., Ed. – 1985
The 11 chapters comprising this work focus on the interactional influences that may be related to differential classroom experiences for males and females. The effects of contextual factors, teacher characteristics, and student characteristics are investigated. Addressed primarily to researchers, this information should prove useful to teachers,…
Descriptors: Class Activities, Cognitive Development, Elementary School Students, Elementary Secondary Education