This investigation was intended to evaluate the effects of teacher enthusiasm as an alterable variable on the academic and behavioral performance of students with learning disabilities. Students with learning disabilities in two junior high school special education classrooms were given instruction in science over a 2-week period with levels of teacher enthusiasm manipulated in a crossover design. Results suggested that more enthusiastic presentations resulted in significantly higher academic achievement as well as lower levels of off-task behavior. In addition, under enthusiastic instruction, students were rated by preservice teachers as more interested in instruction and likely to be learning more. Implications for special education practice are discussed.
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