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ERIC Number: EJ1070526
Record Type: Journal
Publication Date: 2015-Sep
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1088-3576
Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder
Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.
Focus on Autism and Other Developmental Disabilities, v30 n3 p131-142 Sep 2015
Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos's Teacher Talk classification was used to code videos of 73 children with ASD (ages 3-5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children's socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children's social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
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
IES Funded: Yes
Grant or Contract Numbers: R324B070219