Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms

Autor/inn/en	Birkeneder, Sandy Luong; Sparapani, Nicole
Titel	Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 3, S.1243-1254 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Birkeneder, Sandy Luong) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05738-1
Schlagwörter	Autism Spectrum Disorders; Preschool Children; Elementary School Students; Primary Education; Preschool Education; Incidence; Interpersonal Communication; Symptoms (Individual Disorders); Receptive Language; Expressive Language; Individual Characteristics; Students with Disabilities + Suchen Sie Ihr Suchwort? Autism; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Vorkommen; Interpersonale Kommunikation; Psychiatrische Symptomatik; Rezeptive Kommunikationsfähigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool-3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD = 9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features, receptive and expressive language, and adaptive functioning were associated with communication rate. A 4-factor model of spontaneous communication functions exhibited the best relative and absolute fit to the data. Findings highlight, and begin to explain, variability in spontaneous communication children used in classrooms, link individual developmental characteristics to communicative initiations, and provide evidence for conceptualizing and measuring spontaneous communication in learners with autism across classroom activities. Implications and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01