"Calling Out" in a Therapeutic Classroom, Vocalization Types and Interactions
Abstract
Disruptive vocalizations, “calling out,” or “blurting” are behaviors that shape class time in traditional and therapeutic schools. Attention has been paid to the phenomena as symptomatic of various externalizing disorders, predominantly attention-deficit/hyperactivity disorder (ADHD). Little research has been conducted to assess vocalizations discretely. There is a need to codify types of vocalizations, as this will allow researchers to better understand evolutions and interactions between types of vocalizations. Further, broader knowledge of the behaviors may be used to help develop supportive interventions for educators. Method. Observational data was recorded by a single researcher. The sample consisted of seven middle school students in a therapeutic classroom. Time sampling was utilized to record vocalizations and timestamps during lecture intervals. Vocalizations were assigned one of twelve descriptive categories. Type categories were pre-determined and evaluated for interrater reliability. Finally, statistical analysis was (will be) performed on data, [likely] including ANOVAs and multiple regression analyses. Results. N/A Conclusions. N/A
"Calling Out" in a Therapeutic Classroom, Vocalization Types and Interactions
Disruptive vocalizations, “calling out,” or “blurting” are behaviors that shape class time in traditional and therapeutic schools. Attention has been paid to the phenomena as symptomatic of various externalizing disorders, predominantly attention-deficit/hyperactivity disorder (ADHD). Little research has been conducted to assess vocalizations discretely. There is a need to codify types of vocalizations, as this will allow researchers to better understand evolutions and interactions between types of vocalizations. Further, broader knowledge of the behaviors may be used to help develop supportive interventions for educators. Method. Observational data was recorded by a single researcher. The sample consisted of seven middle school students in a therapeutic classroom. Time sampling was utilized to record vocalizations and timestamps during lecture intervals. Vocalizations were assigned one of twelve descriptive categories. Type categories were pre-determined and evaluated for interrater reliability. Finally, statistical analysis was (will be) performed on data, [likely] including ANOVAs and multiple regression analyses. Results. N/A Conclusions. N/A
