Evaluating Teacher Language within General and Special Education Classrooms Serving Elementary Students with Autism

Autor/inn/en	Sparapani, Nicole; Reinhardt, Vanessa P.; Hooker, Jessica L.; Morgan, Lindee; Schatschneider, Christopher; Wetherby, Amy M.
Titel	Evaluating Teacher Language within General and Special Education Classrooms Serving Elementary Students with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.2284-2299 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sparapani, Nicole) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05115-4
Schlagwörter	Kindergarten; Elementary School Students; Grade 1; Grade 2; Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Interpersonal Competence; Student Characteristics; Factor Analysis; Receptive Language; Vocabulary Skills; Special Education; Language Usage; Teacher Student Relationship; Behavior Problems; General Education; Comparative Analysis; Classroom Techniques + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Autismus; Psychiatrische Symptomatik; Interpersonale Kompetenz; Faktorenanalyse; Rezeptive Kommunikationsfähigkeit; Aktiver Wortschatz; Special needs education; Sonderpädagogik; Sonderschulwesen; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Allgemein bildendes Schulwesen; Allgemeinbildung; Klassenführung
Abstract	This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms--much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01