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Behavior Problem or Auditory Interfererences?

Behavior Problem or Auditory Interfererences? Problem Behavior or Interfererences? Auditory Ann Pitcher Baker* Georgia OBSERVATION AND EVALUATION of the of development THE can often lead to better of auditory processes understanding classroom Let us halls a behavior. walk the of through typical a Inside a we school on classroom, see typical day. fifth-grade Jimmy over in a chair - his feet are under slumped preadolescent sprawled desk his - his are out of the win- every except eyes gazing intently teacher is about an doesn’t dow. The talking assignment. Jimmy to be and when the teacher asks if there are listening, appear any he &dquo;What do want us to do?&dquo; In this same room questions, says, you is He is ten but his is articulated - old, Andy. years speech poorly he still doesn’t &dquo;talk and often misunderstands what he pwain,&dquo; hears. In another is bent over her work the effort room, Missy through of her muscle and nerve - the room is with buzzing activity. every a small and The teacher is with then turns to talking quietly group include the whole but does not look class; Missy up. In other there are children who directions in the rooms, forget middle a even http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Behavior Problem or Auditory Interfererences?

Academic Therapy , Volume 6 (4): 5 – Jun 1, 1971

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127100600407
Publisher site
See Article on Publisher Site

Abstract

Problem Behavior or Interfererences? Auditory Ann Pitcher Baker* Georgia OBSERVATION AND EVALUATION of the of development THE can often lead to better of auditory processes understanding classroom Let us halls a behavior. walk the of through typical a Inside a we school on classroom, see typical day. fifth-grade Jimmy over in a chair - his feet are under slumped preadolescent sprawled desk his - his are out of the win- every except eyes gazing intently teacher is about an doesn’t dow. The talking assignment. Jimmy to be and when the teacher asks if there are listening, appear any he &dquo;What do want us to do?&dquo; In this same room questions, says, you is He is ten but his is articulated - old, Andy. years speech poorly he still doesn’t &dquo;talk and often misunderstands what he pwain,&dquo; hears. In another is bent over her work the effort room, Missy through of her muscle and nerve - the room is with buzzing activity. every a small and The teacher is with then turns to talking quietly group include the whole but does not look class; Missy up. In other there are children who directions in the rooms, forget middle a even

Journal

Academic Therapy SAGE

Published: Jun 1, 1971

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