The importance of including the technique of behavior observation in teacher training programs is stressed. Task oriented or non task oriented behavior is suggested as a functional approach toward improving academic learning. This technique makes possible the determination and modification of behaviors that are incompatible with learning. Prior reporting indicated that there were no behaviors which were considered problematic in a special class for retarded children. Data from observations made indicated that the four children being observed averaged less than 50 percent of their time engaged in task oriented behaviors.
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