Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.
Titel	Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 30 (2015) 3, S.131-142 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614547890
Schlagwörter	Inclusion; Mainstreaming; Interpersonal Competence; Student Behavior; Preschool Education; Preschool Children; Autism; Pervasive Developmental Disorders; Adults; Coding; Video Technology; Peer Relationship; Interaction; Play; Behavior Modification; Teacher Influence; Observation; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Inklusion; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Autismus; Codierung; Programmierung; Peer-Beziehungen; Interaktion; Spiel; Behaviour modification; Verhaltensänderung; Beobachtung
Abstract	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. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01