Russell A T, Forness S R
Am J Ment Defic. 1985 Jan;89(4):338-44.
The frequency with which disruptive behavior actually takes place in ongoing classroom settings was examined. Disruptive behavior of 646 subjects in TMR and EMR classrooms was observed over a 4-day period. Although mean disruptive behavior occurred at relatively low levels, considerable variability was evident with some differences observed in the nature of disruptive behavior between TMR and EMR subjects. This variability was further examined within a subsample of "high" and "low" disrupters.
研究了破坏性行为在持续的课堂环境中实际发生的频率。在4天的时间里，观察了646名在可教育智障（TMR）和可训练智障（EMR）班级中的学生的破坏性行为。尽管平均破坏性行为发生的水平相对较低，但仍存在明显的变异性，并且在TMR和EMR学生的破坏性行为性质上观察到了一些差异。在“高”和“低”破坏者的子样本中进一步研究了这种变异性。
