The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom

Abstract

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms.

Vocalizations of minimally verbal children with autism spectrum disorder across the school year

“…called the LENA digital language processor (DLP) and software for analysis of the collected audio data (Ford et al, 2008). The LENA DLP is inserted into a small pocket of clothing worn by the focal child and records all vocalizations that occur within a 1.82- to 3-m radius for up to 16 h. Initially developed for use with typically developing children between 12 and 48 months of age in their home environments (Christakis et al, 2009; Gilkerson and Richards, 2008; Zimmerman et al, 2009), LENA usage has expanded to investigations of children with ASD in home environments (Warren et al, 2010) and preschools (Dykstra et al, 2012; Sanders et al, 2016; or see Burgess et al, 2013 for both home and preschool), as well as language of adults serving children with ASD in a preschool setting (Irvin et al, 2013). In recent years, there have also been studies that used the LENA on school-aged children (e.g.…”

Administrators as Heterotopia Architects: Supporting Expansive Possibilities of Inclusive Early Childhood Education

“…Other expansive conceptualizations of inclusive education explicitly address issues of historical and contemporary marginalization (e.g., based on disability, race, language, and socioeconomic status). Examples of marginalization within early childhood include inequitable access to high-quality early education (e.g., Valentino, 2018) and early intervention (e.g., Feinberg et al, 2011) for young children of Color; inequitable access to teacher talk that supports cognitive and language development for children with disabilities (e.g., Sanders et al, 2016); and disproportionate suspension and expulsion of young Black boys (U.S. Department of Education, Office for Civil Rights, 2014).…”