Ecological Features of Preschools and the Social Engagement of Children with Autism

Autor/inn/en	Reszka, Stephanie S.; Odom, Samuel L.; Hume, Kara A.
Titel	Ecological Features of Preschools and the Social Engagement of Children with Autism
Quelle	In: Journal of Early Intervention, 34 (2012) 1, S.40-56 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815112452596
Schlagwörter	Autism; Student Participation; Interpersonal Relationship; Interaction; Preschool Children; Educational Environment; Social Development; Pervasive Developmental Disorders; Classroom Environment; Correlation; Peer Relationship; Teacher Student Relationship; Colorado; Florida; North Carolina; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Klassenklima; Unterrichtsklima; Korrelation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	One way to support the social engagement of children with autism spectrum disorders (ASD) is by identifying features of natural environments that increase the likelihood of social interaction. This descriptive study was an examination of the (a) social engagement of 68 preschoolers with ASD in classrooms, (b) ecological features of classrooms that promoted social engagement, and (c) relationships between social engagement and ecological features using the Code for Active Student Participation and Engagement-Revised, an ecobehavioral observational system. Overall, children without ASD were most likely to be socially engaged with peers in the Books and Food/Snack classroom areas, when participating in book or large motor behaviors, in small groups with peers or large groups with an adult, and during child-initiated activities. Implications for practice and future research are highlighted. (Contains 4 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10