Differences in Teachers Verbal Responsiveness to Groups of Children with ASD Who Vary in Cognitive and Language Abilities

Autor/in	Qian, X.
Titel	Differences in Teachers Verbal Responsiveness to Groups of Children with ASD Who Vary in Cognitive and Language Abilities
Quelle	In: Journal of Intellectual Disability Research, 62 (2018) 6, S.557-568 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qian, X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/jir.12495
Schlagwörter	Special Education Teachers; Verbal Communication; Children; Autism; Pervasive Developmental Disorders; Cognitive Ability; Language Skills; Multivariate Analysis; Standardized Tests; Cognitive Tests; Language Tests; Video Technology; Play; Data Collection; Coding; Comparative Analysis; Severity (of Disability) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Autismus; Denkfähigkeit; Language skill; Sprachkompetenz; Multivariate Analyse; Standadised tests; Standardisierter Test; Kognitiver Fähigkeitstest; Language test; Sprachtest; Spiel; Data capture; Datensammlung; Codierung; Programmierung; Schweregrad
Abstract	Background: This study aimed to examine whether verbal responsiveness in special education teachers varied among subgroups of children with autism spectrum disorder (n = 112) who differed in cognitive and language abilities. Methods: Participants were divided into clusters using cluster analysis based on standardised cognitive and language tests using k-mean clustering. For each child, a 15-min video of free play in school setting was collected. Three types of responsive utterances were coded: follow-in directives for behaviour, follow-in directives for language and follow-in comments. Results: Results showed that the three groups did not differ in overall verbal responsiveness after controlling for engagement, classroom type, age and gender. However, groups differ in follow-in directives for language, but not in follow-in directives for behaviours or follow-in comments. Compared with children with autism spectrum disorder who had higher cognitive and language ability, children with more severe impairments received fewer follow-in directives for language. Moreover, children with more cognitive and language impairments produced fewer amount of vocal/verbal acts, which results in receiving fewer verbal responses from their teachers. Additionally, teachers from the three groups did not differ in their responses to the child's verbal/vocal acts when the number of the child's verbal/vocal acts were controlled for. Conclusion: Findings suggest child characteristics are related to the type of teachers' verbal responses in preschools. This difference in follow-in directives for questions may be related to language or other outcomes that warrant further investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01