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Focus on Autism and Other Developmental Disabilities
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Ecobehavioral Assessment of Instructional Contexts in Bilingual Special Education Programs for English Language Learners at Risk for Developmental Disabilities

Carmen Arreaga-Mayer

University of Kansas

Cheryl A. Utley

Juniper Gardens Children's Project, 650 Minnesota Avenue-Second Floor, Kansas City, KS 66101, cautley{at}ukans.edu

Claudia Perdomo-Rivera

University of Kansas

Charles R. Greenwood

Juniper Gardens Children's Project at the University of Kansas

This article presents empirical data using The Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments to examine the instructional context, teacher behavior, and academic engaged behavior for English language learners at risk for developmental disabilities in general education and bilingual special education programs. Thirty-six English language learners at risk for developmental disabilities were observed for 6 full school days each, for a total of 213 days and 1,491 hours, within 4 elementary-level school settings and 26 different classrooms. The results revealed that (a) the most frequently taught subjects were math (20%), reading (18%), and language arts (16%); (b) English was the most frequently used language of instruction (58%); and (c) students were actively engaged in academic behaviors for slightly less than half of a typical school day (44%).

Focus on Autism and Other Developmental Disabilities, Vol. 18, No. 1, 28-40 (2003)
DOI: 10.1177/108835760301800105
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