Differences in teachers verbal responsiveness to groups of children with ASD who vary in cognitive and language abilities

Qian, Xueqin

doi:10.1111/jir.12495

Cited by 8 publications

(3 citation statements)

References 44 publications

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“…More specifically, studies have shown that teachers use less language overall with students who exhibit more severe autism symptoms and/or cognitive and language impairment (Dykstra et al, 2013;Irvin et al, 2013Irvin et al, , 2015. Teachers also tend to be less responsive with students who exhibit challenging behaviors and those with co-occurring cognitive and language impairment (Keen et al, 2005;Qian, 2018). For example, Irvin et al (2015) examined the association between adult talk and student characteristics during center activities in 73 children with autism participating in inclusive preschool settings and found that adults used more language to manage behavior with students who exhibited more severe autism symptoms.…”

Section: The Influence Of Student Characteristics On Teacher Languagementioning

confidence: 99%

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

Sparapani

Reinhardt

Hooker

et al. 2021

J Autism Dev Disord

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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.

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Section: The Influence Of Student Characteristics On Teacher Languagementioning

confidence: 99%

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

Sparapani

Reinhardt

Hooker

et al. 2021

J Autism Dev Disord

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show abstract

“…The characteristics of adult talk in classrooms also vary and have shown to be important for language development (Dickinson, 2011). Children with more severe autism symptoms in INC classrooms are less likely to hear adults supporting peer relations (Irvin et al, 2015), and autistic children who produce fewer vocalizations may receive less verbal input from their teachers (Qian, 2018). The language environment of EI classrooms can also be influenced by the quantity and quality of peer interactions, which provide opportunities for children on the autism spectrum to practice communication and social reciprocity (Vernon et al, 2018).…”

Section: Preschool Language Environments: What Is Knownmentioning

confidence: 99%

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms

Ferguson

Nahmias

Crabbe

et al. 2020

Autism

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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. Lay abstract Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings.

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“…For example, children with ASD often spend time wandering in their classroom and during recess time, which has subsequent consequences on their social development (MacDonald et al, 2013; Ochs, 2015). Given wandering may have adverse outcomes related to child development, it is not uncommon for researchers to account for this behavior during classroom observations (e.g., Ochs, 2015; Qian, 2018). That said, we have yet to objectively capture and quantify wandering in the naturalistic classroom environment, creating challenges in determining the efficacy of interventions supporting child engagement.…”

Section: Introductionmentioning

confidence: 99%

Exploring a Novel Tool to Measure Wandering Behavior in the Early Childhood Classroom

Wallisch

Irvin

Kearns

et al. 2021

OTJR: Occupational Therapy Journal of Research

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Wandering, or random movement, affects cognitive and social skills. However, we lack methods to objectively measure wandering behavior. The purpose of this pilot study was to explore the use of the Ubisense real-time location system (RTLS) in an early childhood setting to explore wandering in typically developing (TD) children ( n = 2) and children with or at risk for developmental disabilities (WA-DD; n = 3). We used the Ubisense RTLS, a tool for capturing locations of individuals in indoor environments, and Fractal Dimension (FD) to measure the degree of wandering or the straightness of a path. Results of this descriptive, observational study indicated the Ubisense RTLS collected 46,229 1-s location estimates across the five children, and TD children had lower FD ( M = 1.36) than children WA-DD ( M = 1.42). Children WA-DD have more nonlinear paths than TD children. Implications for measuring wandering are discussed.

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Differences in teachers verbal responsiveness to groups of children with ASD who vary in cognitive and language abilities

Abstract: Findings suggest child characteristics are related to the type of teachers' verbal responses in preschools. This difference in follow-in directives for questions may be related to language or other outcomes that warrant further investigations.

Cited by 8 publications

References 44 publications

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

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

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms

Exploring a Novel Tool to Measure Wandering Behavior in the Early Childhood Classroom

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