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

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. Us...

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Detalles Bibliográficos
Autores principales: Sparapani, Nicole, Reinhardt, Vanessa P., Hooker, Jessica L., Morgan, Lindee, Schatschneider, Christopher, Wetherby, Amy M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9021085/
https://www.ncbi.nlm.nih.gov/pubmed/34106392
http://dx.doi.org/10.1007/s10803-021-05115-4
Descripción
Sumario: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.