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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)
[article]
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 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)
[article]
Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy 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
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186[article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy 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