Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

被引：4

作者：

Sparapani, Nicole ^{[1
,2
,3
]}

Reinhardt, Vanessa P. ^{[3
]}

Hooker, Jessica L. ^{[3
]}

Morgan, Lindee ^{[3
,4
]}

Schatschneider, Christopher ^{[5
]}

Wetherby, Amy M. ^{[3
]}

机构：

[1] Univ Calif Davis, Sch Educ, One Shields Ave, Davis, CA 95616 USA

[2] Univ Calif Davis, MIND Inst, One Shields Ave, Davis, CA 95616 USA

[3] Florida State Univ, Coll Med, Autism Inst, 2312 Killearn Ctr Blvd,Bldg A, Tallahassee, FL 32309 USA

[4] Emory Univ, Dept Pediat, Childrens Healthcare Atlanta, Marcus Autism Ctr, 1920 Briarcliff Rd, Atlanta, GA 30329 USA

[5] Florida State Univ, Florida Ctr Reading Res, Dept Psychol, 2010 Levy Ave,Suite 100, Tallahassee, FL 32320 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2022年 / 52卷 / 05期

关键词：

Autism spectrum disorder; Autism; Teacher language; Measurement invariance; Student characteristics; CHILD INTERACTIONS; SPECTRUM DISORDER; KINDERGARTEN; TALK; RESPONSIVENESS; PRESCHOOLERS; ACHIEVEMENT; 1ST-GRADE; QUALITY; RISK;

D O I：

10.1007/s10803-021-05115-4

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：2284 / 2299

页数：16

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