Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective / Madison DRYE ; Chitra BANARJEE ; Lynn Perry ; Alyssa Viggiano ; Dwight Irvin ; Daniel 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 et/ou numérique Auteurs : Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel 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 et/ou numérique] / Madison DRYE, Auteur ; Chitra BANARJEE, Auteur ; Lynn Perry, Auteur ; Alyssa Viggiano, Auteur ; Dwight Irvin, Auteur ; Daniel 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

---

1 (1 - 1 / 1)