Instructional Approaches and Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Investigating Behavior Through a Culturally Responsive Lens for Students With Emotional and/or Behavioral Disorders (Table 3)

Abstract

In the current study, we observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure juvenile correctional facility school. Analysis included a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, there were larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities.

Authors

• Joseph Calvin Gagnon, Florida Atlantic University

• Brian R. Barber, Kent State University