Examined teacher-student communication patterns in both regular and special education classes for behaviorally and emotionally handicapped students. Used Webster's (1984, 1986) Process Interaction Model to analyze the communication patterns. Expected differences between how regular and special class teachers intearct with students were not found.…

A review of research on teaching social skills to severely handicapped persons discusses training procedures, domain, generalization, maintenance, cost efficiency, reliability, social interaction partners, social validation, research design, and simulation. Evaluation of nine studies affirms that severely handicapped persons can learn to interact…

Investigation of discourse structures in bilingual (German-English) families indicated that parents' discursive strategies were related to the children's acquisition of the minority language and that children were more likely to speak the minority language if the respective parent employed a more child-centered mode of interaction than the parent…

Quantitative and qualitative analyses of communication modes used by 20 hearing-impaired students, their teachers, and their peers in mainstream junior and senior high school classrooms found that speech was used most often by all three groups. The hearing-impaired students demonstrated only minimal self-initiated interaction with normal-hearing…

Tools for assessing the quality of parent-child interactions in programs for handicapped infants and toddlers include: (1) behavioral observation systems (molar rating, molecular coding); (2) interaction assessment systems (molar rating scales, molecular coding systems, checklists). Considerations in selection should include content validity,…

Independent ratings of videotaped sessions in which mothers (N=60) interacted with their mentally retarded children (ages 1-3) suggested that potentially important components of maternal behavior (child orientedness/pleasure and control) may be assessed with the seven-item short form of the Maternal Behavior Rating Scale. (JW)

Describes a study done to determine which intonational parameters are most important to the meaning being conveyed within different social settings. Defines the factors that appear to influence the use of pitch and/or intensity prominence on negative words. Found that, in many situations, interactional rules take precedence over linguistic rules.…

Focuses on the relationship between storytelling and organizational socialization. Examines the form, subject matter, and functions of stories and concludes that stories serve as a means for members of an organization to express their knowledge, understanding, and commitment to the organization. (PD)

Tracks bargaining interaction and the development of arguments between school administrators and teachers (on the issue of teachers' files and evaluations) through sequential sessions and caucus meetings. Examines similarities and differences in the reasoning process on subissues that are dropped, modified, or retained in the final argument. (PD)

Describes and evaluates a conversational skills program designed to teach apprehensive communicators how to develop comfortable and effective social behavior in a variety of interpersonal contexts. (PD)

Draws upon observations of children at home and at school in order to consider the messages conveyed by different styles of adult/child interaction and to make suggestions concerning curriculum organization. Calls for a fundamental re-examination of what it means to be a teacher. (RH)

An analysis of the kinds and uses of laughter in five adult introductory foreign language classes is presented. The importance of this form of nonverbal communication in the teaching situation is examined in the context of classroom ritual's effects on learners' nonverbal behavior. (MSE)

Discusses methods by which teachers can understand student perceptions and attitudes. Investigates personal academic achievements, relationship of the students to the teachers, and interaction norms of the students with each other. (Author/DB)

Four interaction-perception perspectives of the fictitious target of a double-bind conflict were provided by four groups of subjects. The perspectives included perceptions of a daughter about herself and her father (the double-bind source), and her estimates of his perceptions of both himself and her. (Editor)

Defines the self-study group and differentiates it from other laboratory training groups. Investigates the effects of sex and style of the facilitators on group members. Presented at the American Group Psychotherapy Association Convention, Boston, Mass., February, 1976. (HMV)