Teachers' Behavior Toward LD and Non-LD Children

Abstract

Teachers' differential behavior toward isolated/rejected LD children and toward popular non-LD children was assessed in fourth, fifth and sixth grade classrooms. Differential behavior was defined by classroom observations of the interaction patterns and sequences of behavior that occurred between teachers and target students. In addition, an intervention strategy designed to make teachers aware of their behaviors was employed. Results indicated that prior to the awareness program, teachers initiated significantly more interactions, responded with greater frequency of corrective behavior, and used more negative verbal and nonverbal behaviors with isolated/rejected LD than they used with popular non-LD children. Post-awareness, the quantity of teachers' interactions remained essentially the same; however, the negative quality of these interactions was significantly reduced. When attempting to promote a more positive social climate for LD children who are low in social status, direct intervention with teachers' specific behaviors rather than with their general attitudes is most important.