Short Play and Communication Evaluation: Teachers' Assessment of Core Social Communication and Play Skills with Young Children with Autism

Autor/inn/en	Shire, Stephanie Y.; Shih, Wendy; Chang, Ya-Chih; Kasari, Connie
Titel	Short Play and Communication Evaluation: Teachers' Assessment of Core Social Communication and Play Skills with Young Children with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 22 (2018) 3, S.299-310 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361316674092
Schlagwörter	Play; Communication Skills; Interpersonal Communication; Preschool Children; Toddlers; Autism; Pervasive Developmental Disorders; Attention; Nonverbal Communication; Intervention; Paraprofessional School Personnel; Preschool Teachers; Teacher Attitudes; Educational Assessment; Statistical Analysis + Suchen Sie Ihr Suchwort? Spiel; Kommunikationsstil; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Autismus; Aufmerksamkeit; Non-verbal communication; Nonverbale Kommunikation; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Education; assessment; Bewertungssystem; Statistische Analyse
Abstract	Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01