| This ethnographic study of language shows the importance of educators' appropriate use of linguistic, nonlinguistic, and paralinguistic communication techniques when working with elementary students within two classrooms who have behavioral and emotional disorders. This study focused on communication techniques used by teachers and paraprofessionals and how these forms of communication can provoke, support, or alleviate problematic situations during instruction. The conceptual framework of this study was based on key tenets of three communication forms that staff members utilize" with special education students while taking preventative actions to avoid physical outbursts.;The methodology for this study included classroom observations and the coding of instances where linguistic, nonlinguistic or paralinguistic communication created positive or negative outcomes for students' reactions to classroom situations. Data sources for this ethnography also included a survey for staff members and interview questions for teachers. Results of data analysis indicated that linguistic communication that included positive reinforcement, compliments, language of empathy, placing ownership on students, and language that referred to behavior modification programs produced effective results. Staff members' use of paralinguistic communication that consisted of even toned and calm rhythm was an effective technique that helped students. Nonlinguistic forms of communication that included soft touches and standing within a close proximity of students were also proven effective. Inconsistency of staff members' use of techniques, negative language, annoyed tones, and ignoring behaviors were found to be ineffective. Results also indicated a lack of best practices of Reading/Language Arts instruction as well as inconsistent collaboration between teachers and assistants. |
