[article] 
inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299

Titre :	Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur
Article en page(s) :	p.2284-2299
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study.
Index. décimale :	PER Périodiques
Résumé :	This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05115-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

[article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299

Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study.
Index. décimale :	PER Périodiques
Résumé :	This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05115-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476