Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)



First Advisor

W. Preston Gleason

First Committee Member

Margaret [?]

Second Committee Member

Fay Coleman

Third Committee Member

Eunice Cox

Fourth Committee Member

Andrew F. Key


PROBLEM: The development and presentation of theoretical assumptions about the interactional aspects of educational therapy for the severely dysfunctional pupil.

PURPOSES: To provide a conceptual framework for the study of educational therapy as practiced and to develop a baseline for further research into psycho-educational strategies and their outcome.

METHOD: An examination of systems and communications theory literature for models applicable to the educational-therapist-pupil dyad and of the use of field observations of educational therapists' behaviors.

FINDlNGS: An application of communications theory models and observations of educational therapist teaching behaviors seem to suggest the following theoretical assumptions: Initial, or first order learning, involves the establishment and sustaining of attention, perceptual and cognitive efficiency, and autonomous self-awareness, Such initial learning occurs as the educational therapist sends congruent and clear signals about the subject of discourse as well as about relationship aspects of this information. Explicit statements of roles and rules provide such relationship messages, These are both Verbal and non-verbal and carry specific kinesic aspects.

FUTURE APPLICATION: Further studies of both context and communication components among a variety of congruent and non-congruent communication component among a variety of interactions and among a variety o£ subjects are needed further for the development of effective and replicable educational strategies.



Included in

Education Commons