Factors associated with classroom participation in preschool through third grade learners on the autism spectrum / Nicole SPARAPANI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : texte imprimé Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy L. BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur Article en page(s) : 102186 Langues : Anglais (eng) Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [texte imprimé] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy L. BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur . - 102186. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Longitudinal stability and Autism Diagnostic Observation Scale-2 predictors of the Childhood Joint Attention Rating Scale / Jennifer C. BULLEN in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1224-1235 Titre : Longitudinal stability and Autism Diagnostic Observation Scale-2 predictors of the Childhood Joint Attention Rating Scale Type de document : texte imprimé Auteurs : Jennifer C. BULLEN, Auteur ; Sandy L. BIRKENEDER, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy S. MCINTYRE, Auteur ; Nicole SPARAPANI, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1224-1235 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  behavioral measurement  development  social cognition and social behavior Index. décimale : PER Périodiques Résumé : A recent study suggests that parent report on the Social Symptom and Prosocial scales of the Childhood Joint Attention Rating Scale provides useful information about differences in the social development of school-aged autistic children. The current study provides additional psychometric data on the Childhood Joint Attention Rating Scale regarding the longitudinal stability of its scales, its construct validity, and its sensitivity to differences in the social development of clinical samples of children. The study included 64 autistic children without co-occurring intellectual disability, 27 children with symptoms of attention deficit/hyperactivity disorder, and 36 neurotypical children between the ages of 10 and 18 years. Results indicated that scores from parent report on the Childhood Joint Attention Rating Scale were stable across a 15-month period in middle childhood for the three groups and groups received significantly different Childhood Joint Attention Rating Scale scores. Finally, construct validity was supported by the observation of correlations between tester observations of items on Autism Diagnostic Observation Scale-2 Social Affect and subsequent parent report on the Childhood Joint Attention Rating Scale. These results provide further evidence that the Childhood Joint Attention Rating Scale provides meaningful and potentially unique information about prosocial and social symptom development of school-aged autistic children.Lay abstract This study tested a measure designed to capture social development in childhood and adolescence called the Childhood Joint Attention Rating Scale. This is important to study as most measures of social behavior are for preschool-aged children. We asked parents of 64 autistic children, 27 children with attention deficit/hyperactivity disorder, and 36 neurotypical children to fill out a new parent questionnaire designed to assess social skills. Specifically, our measure asks about both strengths and difficulties their child has with sharing experiences, engaging in cooperative efforts with others, and more. It is important to have strengths included in measures, as many autism measures only take difficulties into account. The findings of this study show that this new measure can assess social skill strengths and difficulties in children and adolescents. This measure may be useful in future research to help us understand how strengths and challenges in social behaviors develop or change throughout childhood and adolescence in autistic people. En ligne : https://dx.doi.org/10.1177/13623613241304208 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Longitudinal stability and Autism Diagnostic Observation Scale-2 predictors of the Childhood Joint Attention Rating Scale [texte imprimé] / Jennifer C. BULLEN, Auteur ; Sandy L. BIRKENEDER, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy S. MCINTYRE, Auteur ; Nicole SPARAPANI, Auteur ; Peter C. MUNDY, Auteur . - p.1224-1235. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1224-1235 Mots-clés : autism spectrum disorders  behavioral measurement  development  social cognition and social behavior Index. décimale : PER Périodiques Résumé : A recent study suggests that parent report on the Social Symptom and Prosocial scales of the Childhood Joint Attention Rating Scale provides useful information about differences in the social development of school-aged autistic children. The current study provides additional psychometric data on the Childhood Joint Attention Rating Scale regarding the longitudinal stability of its scales, its construct validity, and its sensitivity to differences in the social development of clinical samples of children. The study included 64 autistic children without co-occurring intellectual disability, 27 children with symptoms of attention deficit/hyperactivity disorder, and 36 neurotypical children between the ages of 10 and 18 years. Results indicated that scores from parent report on the Childhood Joint Attention Rating Scale were stable across a 15-month period in middle childhood for the three groups and groups received significantly different Childhood Joint Attention Rating Scale scores. Finally, construct validity was supported by the observation of correlations between tester observations of items on Autism Diagnostic Observation Scale-2 Social Affect and subsequent parent report on the Childhood Joint Attention Rating Scale. These results provide further evidence that the Childhood Joint Attention Rating Scale provides meaningful and potentially unique information about prosocial and social symptom development of school-aged autistic children.Lay abstract This study tested a measure designed to capture social development in childhood and adolescence called the Childhood Joint Attention Rating Scale. This is important to study as most measures of social behavior are for preschool-aged children. We asked parents of 64 autistic children, 27 children with attention deficit/hyperactivity disorder, and 36 neurotypical children to fill out a new parent questionnaire designed to assess social skills. Specifically, our measure asks about both strengths and difficulties their child has with sharing experiences, engaging in cooperative efforts with others, and more. It is important to have strengths included in measures, as many autism measures only take difficulties into account. The findings of this study show that this new measure can assess social skill strengths and difficulties in children and adolescents. This measure may be useful in future research to help us understand how strengths and challenges in social behaviors develop or change throughout childhood and adolescence in autistic people. En ligne : https://dx.doi.org/10.1177/13623613241304208 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms / Sandy L. BIRKENEDER in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1243-1254 Titre : Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms Type de document : texte imprimé Auteurs : Sandy L. BIRKENEDER, Auteur ; Nicole SPARAPANI, Auteur Article en page(s) : p.1243-1254 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool-3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD=9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features, receptive and expressive language, and adaptive functioning were associated with communication rate. A 4-factor model of spontaneous communication functions exhibited the best relative and absolute fit to the data. Findings highlight, and begin to explain, variability in spontaneous communication children used in classrooms, link individual developmental characteristics to communicative initiations, and provide evidence for conceptualizing and measuring spontaneous communication in learners with autism across classroom activities. Implications and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-022-05738-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms [texte imprimé] / Sandy L. BIRKENEDER, Auteur ; Nicole SPARAPANI, Auteur . - p.1243-1254. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1243-1254 Index. décimale : PER Périodiques Résumé : We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool-3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD=9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features, receptive and expressive language, and adaptive functioning were associated with communication rate. A 4-factor model of spontaneous communication functions exhibited the best relative and absolute fit to the data. Findings highlight, and begin to explain, variability in spontaneous communication children used in classrooms, link individual developmental characteristics to communicative initiations, and provide evidence for conceptualizing and measuring spontaneous communication in learners with autism across classroom activities. Implications and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-022-05738-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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