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Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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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
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299[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