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Teaching Handicapped Children with Attention Problems: Teacher Verbal Strategies Make a Difference

• Both research evidence and teacher observation accumulated over the last decade indicate that children with learning problems often have attention problems as well. In fact, it has been suggested that attention problems are the "cardinal" symptoms of learning disabilities (Hallahan, 1978). Inattentiveness or "short attention spans" are also considered major determinants of impaired functioning of retarded children (Zeaman & House, 1963) and emotionally handicapped learners (Sykes, Douglas, & Morgenstein, 1973). Most researchers and special educators are in agreement that attention problems are caused by an interaction of factors including the learning setting, the nature of the task, and the characteristics of the child, as well as the verbal strategies of the teacher (George, 1978; Hallahan & Reeve, 1980; Kounin & Gump, 1974; Krupski, 1980; McKinney, 1975; Scott, 1977). Of these factors, the one that contributes to the attention or inattention of handicapped students is the manner in which teachers communicate with them, both verbally and nonverbally (Bacon, 1982). This article will identify some specific verbal strategies that special educators can use to promote better attention in their handicapped students including pace of delivery, number of teacher solicitations, number of student responses demanded, number and specificity of verbal reinforcements, and presence of verbal cues.