A Project for Developing Programs to Utilize Social Processes to Increase Academic Performance of Handicapped Children and to Train Teachers of the Handicapped in the Systematic Use of Social Processes for Educational Objectives. Final Report.

Autor/in	Mithaug, Dennis E.
Institution	Washington Univ., Seattle. Child Development and Mental Retardation Center.
Titel	A Project for Developing Programs to Utilize Social Processes to Increase Academic Performance of Handicapped Children and to Train Teachers of the Handicapped in the Systematic Use of Social Processes for Educational Objectives. Final Report.
Quelle	(1973), (516 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Competition; Cooperation; Elementary Secondary Education; Exceptional Child Research; Feedback; Interpersonal Competence; Mental Retardation; Program Development; Reinforcement; Social Exchange Theory; Teacher Education + Suchen Sie Ihr Suchwort? Schulleistung; Wettkampf; Co-operation; Kooperation; Interpersonale Kompetenz; Geistige Behinderung; Programmplanung; Positive Verstärkung; Theorie des sozialen Wandels; Lehrerausbildung; Lehrerbildung
Abstract	Presented is the final report of a project to increase academic performance and social interaction in 52 retarded or normal children (3-18 years old) through training teachers in the use of three social skills: exchange, competition, and cooperation. The following project objectives are discussed: operational identification of the three social patterns; isolation of conditions that produce the patterns; development of exchange, cooperation, and competition skills within the context of academic tasks; and development of findings into a program to increase academic performance and improve social behavior. Described in the section on methodology are the basic research phase, a developmental research phase, and the applied research phase. Discussed are project findings including: 1) operational conceptualizations of the three social patterns, social contingencies, and related feedback behaviors; 2) motivational effects of exchange, cooperative, and competitive contingencies; 3) reinforcing effects of social feedback on task performance; 4) the effects of antecedent task conditions and consequent social contingencies in the development of cooperative and competitive behavior in retarded children; and 5) the effects of assessing social interaction deficits in retarded children by monitoring rates of social interaction. The project is reported to have resulted in the following products: an instrumentation system for comparing the three social contingencies of the three social patterns; a word discrimination program which uses social contingencies to develop both social interaction and word identification skills in retarded children; a set of procedures for assessing social interaction deficits in classrooms for the retarded; and a program for establishing motivational control, remediating social deficits, and developing social skills in retarded children. More than half of the report consists of Appendices. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01