Effect of labeling and teacher behavior on children's attitudes.

Abstract

Seventy-eight fourth-grade subjects from a rural school containing an integrated special-education program viewed one of two videotapes that depicted a child demonstrating various kinds of academic and social behavior. On one tape, the teacher reacted positively to the child's behavior; on the other, negatively. The subjects were told that the child on the tape was either a "normal," mentally retarded, or learning-disabled fourth grader. The subjects were randomly assigned to one of two teacher conditions (positive or negative) and one of three labeling conditions. After viewing the videotape, the subjects filled out a peer-acceptance questionnaire concerning the child on the videotape. Results indicated that across all labeling conditions the subjects rated the child higher on the questionnaire when the child was reacted to positively by the teacher and, further, that the "mentally retarded" label led to significantly higher peer-acceptance ratings than did the "normal" or "learning-disabled" label.