Social Language Opportunities for Preschoolers with Autism: Insights from Audio Recordings in Urban Classrooms

Autor/inn/en	Ferguson, Emily F.; Nahmias, Allison S.; Crabbe, Samantha; Liu, Talia; Mandell, David S.; Parish-Morris, Julia
Titel	Social Language Opportunities for Preschoolers with Autism: Insights from Audio Recordings in Urban Classrooms
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 5, S.1232-1245 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferguson, Emily F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319894835
Schlagwörter	Audio Equipment; Urban Schools; Autism; Pervasive Developmental Disorders; Preschool Children; Clinical Diagnosis; Early Intervention; Child Development; Language Usage; Language Acquisition; Inclusion; Disabilities; Linguistic Input; Peer Relationship; Teacher Student Relationship; Play; Preschool Education; Cognitive Ability; Young Children; Motor Development; Severity (of Disability); Speech Communication; Socialization; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Audio-CD; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Sprachgebrauch; Sprachaneignung; Spracherwerb; Inklusion; Handicap; Behinderung; Sprachbildung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Denkfähigkeit; Frühe Kindheit; Motorische Entwicklung; Schweregrad; Socialisation; Sozialisation
Abstract	Many children diagnosed with autism spectrum disorder who receive early intervention reap developmental benefits, but little is known about characteristics of early intervention placements in the community that optimize individual growth. The extent to which children hear and use language, in particular, may contribute significantly to developmental outcomes. We analyzed natural language production and exposure to language in preschoolers on the autism spectrum across three classroom compositions: autism only, mixed disability, and inclusion. Autistic children in inclusion classrooms produced more speech, received significantly more verbal input from their peers, and were exposed to a similar amount of teacher talk compared to children in autism only or mixed disability classrooms. These findings shed preliminary light on the linguistic environment of early intervention placements in the community, along with the characteristics of children placed in early intervention settings that may influence their language exposure from peers and teachers. Natural language sampling is a promising method for capturing language exposure in early intervention settings and providing context for understanding developmental outcomes resulting from early intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01