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

Public ISBD [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 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] / 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

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