Article1997

Effects of Instructional Variables on Engaged Behavior of Students with Disabilities in General Education Classrooms

Kent R. Logan · Roger A. Bakeman · Elizabeth B. Keefe

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Behavioral and Psychological Studies Collaborative Teaching and Inclusion Inclusion and Disability in Education and Sport

Abstract

This article presents results from an observational study analyzing the effect of instructional variables on the engaged behavior of 29 students with moderate, severe, or profound intellectual disabilities who were included full time in general education elementary classrooms. Results indicated that one-to-one, small group, and independent work arrangements were associated with higher engaged behavior than whole class instruction. Three instructional contexts associated with the highest levels of engaged behavior were identified. Results are discussed in relation to building effective instructional contexts for students with severe disabilities in general education elementary classes.

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References

1986Handbook of research on teaching 2008Education and Treatment of Children 1991Critical Issues in the Lives of People With Severe Disabilities 1991Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students 1994Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes 1994Achievement by All Students within the Context of Cooperative Learning Groups 1994Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities

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2009Educational Assessment in the 21st Century 2002INCLUDING STUDENTS WITH DEVELOPMENTAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: EDUCATIONAL BENEFITS 2011Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction 2007Defining Access to the General Curriculum for High School Students with Significant Cognitive Disabilities 2003A Building-Based Case Study of Evidence-Based Literacy Practices 2001Establishing a Behavioral Context for Learning for Students with Autism

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