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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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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
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author Sparapani, Nicole
Reinhardt, Vanessa P.
Hooker, Jessica L.
Morgan, Lindee
Schatschneider, Christopher
Wetherby, Amy M.
author_facet Sparapani, Nicole
Reinhardt, Vanessa P.
Hooker, Jessica L.
Morgan, Lindee
Schatschneider, Christopher
Wetherby, Amy M.
author_sort Sparapani, Nicole
collection PubMed
description 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.
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spelling pubmed-90210852022-05-04 Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Sparapani, Nicole Reinhardt, Vanessa P. Hooker, Jessica L. Morgan, Lindee Schatschneider, Christopher Wetherby, Amy M. J Autism Dev Disord Original Paper 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. Springer US 2021-06-09 2022 /pmc/articles/PMC9021085/ /pubmed/34106392 http://dx.doi.org/10.1007/s10803-021-05115-4 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Sparapani, Nicole
Reinhardt, Vanessa P.
Hooker, Jessica L.
Morgan, Lindee
Schatschneider, Christopher
Wetherby, Amy M.
Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title_full Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title_fullStr Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title_full_unstemmed Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title_short Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
title_sort evaluating teacher language within general and special education classrooms serving elementary students with autism
topic Original Paper
url 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
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