Symbolic behavior in regular classrooms: a specification of symbolic and non-symbolic behavior
2011 (English)In: Frontiers in Psychology, ISSN 1664-1078Article in journal (Refereed) Published
Students’ capabilities to use symbolic information in classroom setting could be expected to influence their possibilities to be active and participating. The development of strategies for teachers to compensate for reduced capability need specific operational definition of symbolic behavior. Fifty-three students, aged 11–13 years old, 29 boys and 24 girls, from three classes in the same Swedish compulsory regular school participated in the current study. After a short training sequence 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) were not (non-symbolic), based on their follow-up test performances. Symbolic and non-symbolic differed significantly on post-test performances (p < 0.05). Surprisingly, non-symbolic behavior deteriorated their performance, while symbolic enhanced their performance (p < 0.05). The results indicate that the operational definition used in the present study may be useful in further studies relating the capability to show symbolic behavior and students’ activity and participation in classroom settings.
Place, publisher, year, edition, pages
Symbolic behavior, stimulus equivalence, matching-to-sample, classroom setting
Research subject Disability Research
IdentifiersURN: urn:nbn:se:oru:diva-35101DOI: 10.3389/fpsyg.2011.00122OAI: oai:DiVA.org:oru-35101DiVA: diva2:718784
This Document is Protected by copyright and was first published by Frontiers. All rights reserved. It is reproduced with permission.2014-05-222014-05-212014-05-26Bibliographically approved