Sherman L W, Burgess D E
Percept Mot Skills. 1985 Dec;61(3 Pt 2):1223-33. doi: 10.2466/pms.1985.61.3f.1223.
20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.
在六个教室的101名初中生中，对预测社交距离的20种行为属性进行了研究。样本包括8名发育障碍学生，每个教室至少有一名被纳入主流教学环境。受试者主要是白人、中产阶级、中西部郊区居民。使用社会测量提名法来获取学生的行为属性概况，然后用于预测社交距离的心理测量指标。残疾学生与正常同龄人相比，社交距离并没有更大。对这20种行为属性进行因素分析得出四个因素，其中三个是课堂社交距离的重要预测因素，解释了社交距离中超过一半的方差。这些因素被描述为无能力/不自信、积极/活跃/自信和消极/不自信。在主流教学环境中，社会排斥更多地是由感知到的行为属性决定的，而不是发育障碍这个标签。
