Child and Setting Characteristics Affecting the Adult Talk Directed at Preschoolers with Autism Spectrum Disorder in the Inclusive Classroom

Autor/inn/en	Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.
Titel	Child and Setting Characteristics Affecting the Adult Talk Directed at Preschoolers with Autism Spectrum Disorder in the Inclusive Classroom
Quelle	In: Autism: The International Journal of Research and Practice, 19 (2015) 2, S.223-234 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361313517398
Schlagwörter	Preschool Children; Autism; Pervasive Developmental Disorders; Classroom Communication; Preschool Teachers; Individual Characteristics; Inclusion; Activities; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Mullen Scales of Early Learning; Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Klassengespräch; Erzieher; Erzieherin; Kindergärtnerin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Inklusion
Abstract	Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos' Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3-5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01