[article] 
inAutism > 20-1 (January 2016) . - p.96-105

Titre :	The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur
Article en page(s) :	p.96-105
Langues :	Anglais (eng)
Mots-clés :	autism spectrum disorder  child characteristics  communication and language  preschool children  questions
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1177/1362361315569744
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

[article] The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom [Texte imprimé et/ou numérique] / Eric J. SANDERS, Auteur ; Dwight W. IRVIN, Auteur ; Katie BELARDI, Auteur ; Luke MCCUNE, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.96-105.
Langues : Anglais (eng)
in Autism > 20-1 (January 2016) . - p.96-105

Mots-clés :	autism spectrum disorder  child characteristics  communication and language  preschool children  questions
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1177/1362361315569744
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277