Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Titre : Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2013 Article en page(s) : p.947-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur . - 2013 . - p.947-955. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Titre : Child and family factors associated with the use of services for preschoolers with autism spectrum disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Matthew T. MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2012 Article en page(s) : p.565-572 Langues : Anglais (eng) Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Child and family factors associated with the use of services for preschoolers with autism spectrum disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Matthew T. MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur . - 2012 . - p.565-572. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.223-234 Titre : Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.223-234 Langues : Anglais (eng) Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom [texte imprimé] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur . - p.223-234. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.223-234 Mots-clés : adult talk  autism  child characteristics  preschoolers  setting features Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361313517398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective / Madison DRYE ; Chitra BANARJEE ; Lynn K. PERRY ; Alyssa VIGGIANO ; Dwight W. IRVIN ; Daniel S. MESSINGER in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.179-194 Titre : Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research Type de document : texte imprimé Auteurs : Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn K. PERRY, Auteur ; Alyssa VIGGIANO, Auteur ; Dwight W. IRVIN, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.179-194 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N 77; NASD 24, NDD 23, NTD 30; Mage 43.98 months) and teachers' (N 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective : Autism Research [texte imprimé] / Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn K. PERRY, Auteur ; Alyssa VIGGIANO, Auteur ; Dwight W. IRVIN, Auteur ; Daniel S. MESSINGER, Auteur . - p.179-194. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.179-194 Mots-clés : autism spectrum disorder  developmental disabilities  inclusion classrooms  objective measurement  social interaction Index. décimale : PER Périodiques Résumé : Abstract In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N 77; NASD 24, NDD 23, NTD 30; Mage 43.98 months) and teachers' (N 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers?-but not peers?more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD. En ligne : https://doi.org/10.1002/aur.3276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom / Eric J. SANDERS in Autism, 20-1 (January 2016)  

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Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)  

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