RECIPROCITY IN THE TEACHER-PUPIL AND PEER VERBAL INTERACTIONS OF LEARNING DISABLED, BEHAVIOR-DISORDERED, AND REGULAR EDUCATION STUDENTS

Abstract. The purpose of this study was to examine the reciprocal Interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The Interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation Instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the Interaction (i.e., given to or received from), and (c) status of the party involved in the Interaction (i.e., peer, teacher, aide). A correla-tional analysis Indicated that negative peer-student Interactions were reciprocal. In contrast, neither positive or negative teacher-student Interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response. Most educators agree that inadequate or inap-propriate verbal classroom interactions can lead to serious student problems. Thus, student or teacher interaction deficits may hinder both in-terpersonal relationships and academic achieve-ment. As a result of increased attention to this important area of study, considerable research on teacher and pupil interaction patterns can be found in the current literature (Bryan, Donahue