In order to describe more objectively the classroom communication of deaf children, an instrument for making systematic observations of this communication was developed and tested. This technique, based on the Flanders category interaction analysis system, was adapted specifically for use with the deaf and included notations both for communication purposes and communication modes. When applied to 12 selected classes of deaf children (94 subjects) the instrument proved sensitive to differences in classroom interaction and provided a systematic record of these communicative exchanges between the teacher and student and among students within classes.
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References
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FlandersN. A.Teacher influence: Pupil attitudes and achievement.Minneapolis, Minn.: University of Minnesota, 1960.
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GuilfordJ. P.Fundamental statistics in psychology and education.New York: McGraw-Hill, 1965.
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SimonA., & BoyerE. G.Mirrors for behavior: An anthology of classroom observation instruments.Philadelphia: Research for Better Schools, Inc., 1967.
