Teacher-Pupil Interaction in Classes for the Emotionally Handicapped

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Abstract
The analysis of teacher-pupil interaction was seen as a means of clarifying the conceptual and operational issues involved in special class programming for the emotionally handicapped. An interaction analysis system which could encompass the variability and complexity (verbal and nonverbal, task and nontask) of teacher and pupil behavior was developed. Use of the interaction system in a study of 15 classrooms for the emotionally handicapped revealed wide differences in teacher-pupil behavior. It was concluded that the unique character of special classes for the emotionally handicapped requires careful delineation of objectives and that the interaction analysis system developed in this study could serve to further research on that process.