Automated measures of vocal interactions and engagement in inclusive preschool classrooms / Regina M. FASANO in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1586-1599 Titre : Automated measures of vocal interactions and engagement in inclusive preschool classrooms Type de document : texte imprimé Auteurs : Regina M. FASANO, Auteur ; Samantha G. MITSVEN, Auteur ; Stephanie CUSTODE, Auteur ; Debasish SARKER, Auteur ; Rebecca J. BULOTSKY-SHEARER, Auteur ; Daniel S. MESSINGER, Auteur ; Lynn K. PERRY, Auteur Article en page(s) : p.1586-1599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3-5-year-olds (Mage=48.6 months, SD=7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers. En ligne : https://doi.org/10.1002/aur.2980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Automated measures of vocal interactions and engagement in inclusive preschool classrooms [texte imprimé] / Regina M. FASANO, Auteur ; Samantha G. MITSVEN, Auteur ; Stephanie CUSTODE, Auteur ; Debasish SARKER, Auteur ; Rebecca J. BULOTSKY-SHEARER, Auteur ; Daniel S. MESSINGER, Auteur ; Lynn K. PERRY, Auteur . - p.1586-1599. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1586-1599 Index. décimale : PER Périodiques Résumé : Abstract Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3-5-year-olds (Mage=48.6 months, SD=7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers. En ligne : https://doi.org/10.1002/aur.2980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / Regina M. FASANO in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1658-1669 Titre : A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism Type de document : texte imprimé Auteurs : Regina M. FASANO, Auteur ; Lynn K. PERRY, Auteur ; Yi ZHANG, Auteur ; Laura VITALE, Auteur ; Jing WANG, Auteur ; Chaoming SONG, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.1658-1669 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Female  Humans  Language  Language Development  developmental disabilities  language development  objective measurement  peer interactions  social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism [texte imprimé] / Regina M. FASANO, Auteur ; Lynn K. PERRY, Auteur ; Yi ZHANG, Auteur ; Laura VITALE, Auteur ; Jing WANG, Auteur ; Chaoming SONG, Auteur ; Daniel S. MESSINGER, Auteur . - p.1658-1669. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1658-1669 Mots-clés : Aptitude  Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Female  Humans  Language  Language Development  developmental disabilities  language development  objective measurement  peer interactions  social networks Index. décimale : PER Périodiques Résumé : Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities. En ligne : http://dx.doi.org/10.1002/aur.2526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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