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ERIC Number: EJ1050969
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1362-3613
Child and Setting Characteristics Affecting the Adult Talk Directed at Preschoolers with Autism Spectrum Disorder in the Inclusive Classroom
Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.
Autism: The International Journal of Research and Practice, v19 n2 p223-234 Feb 2015
Difficulty with social competence is a core deficit of autism spectrum disorder. Research on typically developing children and children with disabilities, in general, suggests the adult talk received in the classroom is related to their social development. The aims of this study were to examine (1) the types and amounts of adult talk children with autism spectrum disorder are exposed to in the preschool classroom and (2) the associations between child characteristics (e.g. language), activity area, and adult talk. Kontos' Teacher Talk classification was used to code videos approximately 30 min in length of 73 children with autism spectrum disorder (ages 3-5) in inclusive classrooms (n = 33) during center time. The results indicated practical/personal assistance was the most common type of adult talk coded, and behavior management talk least often coded. Child characteristics (i.e. age and autism severity) and activity area were found to be related to specific types of adult talk. Given the findings, implications for future research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Mullen Scales of Early Learning; Preschool Language Scale
IES Funded: Yes
Grant or Contract Numbers: R324B070219; R342B120004