The effect of instruction on the stereotypical expectations for learning-disabled children held by prospective teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
John Gary Harold (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Nancy White

Abstract: The purpose of this investigation was to determine whether classroom instruction provided for prospective regular classroom teachers was effective in reducing the bias and expectancy effects associated with the label "learning-disabled." Expectancies were established by the administration of a personality questionnaire and a behavior checklist. Sixty-eight subjects from randomly selected course sections were assigned to treatment and control groups. Treatment consisted of instruction designed to demonstrate to the subjects the effect of a reinforced label on their predictions of a videotaped child's performance. Treatment effects were measured by comparing subjects' ratings of a hypothetical learning-disabled child with control group ratings. Ratings of treatment and control groups were also compared one month after the treatment sessions.

Additional Information

Language: English
Date: 1980
Teachers of children with mental disabilities $x Attitudes
Learning disabled children

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