The Questions Verbal Children with Autism Spectrum Disorder Encounter in the Inclusive Preschool Classroom

Autor/inn/en	Sanders, Eric J.; Irvin, Dwight W.; Belardi, Katie; McCune, Luke; Boyd, Brian A.; Odom, Samuel L.
Titel	The Questions Verbal Children with Autism Spectrum Disorder Encounter in the Inclusive Preschool Classroom
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 1, S.96-105 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315569744
Schlagwörter	Pervasive Developmental Disorders; Autism; Preschool Education; Preschool Children; Inclusion; Severity (of Disability); Teacher Student Ratio; Video Technology; Interpersonal Communication; Questioning Techniques; Cognitive Processes; Diagnostic Tests; Observation; Demography; Student Characteristics; Teacher Characteristics; Preschool Teachers; Measures (Individuals); Young Children; Cognitive Ability; Motor Development; Interrater Reliability; Correlation; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Mullen Scales of Early Learning; Preschool Language Scale + Suchen Sie Ihr Suchwort? Autismus; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Inklusion; Schweregrad; Lehrer-Schüler-Relation; Interpersonale Kommunikation; Befragungstechnik; Fragetechnik; Cognitive process; Kognitiver Prozess; Diagnostic test; Diagnostischer Test; Beobachtung; Demografie; Erzieher; Erzieherin; Kindergärtnerin; Messdaten; Frühe Kindheit; Denkfähigkeit; Motorische Entwicklung; Interrater-Reliabilität; Korrelation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01