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...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 52; no. 5; pp. 2284 - 2300 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
May2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156413877&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156413877 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: May2022 vid: 52 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 156413877 156413877 156413877 10.1007/s10803-021-05115-4 156413877 ppf: 2284 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism. aug: au: Sparapani, Nicole Reinhardt, Vanessa P. Hooker, Jessica L. Morgan, Lindee Schatschneider, Christopher Wetherby, Amy M. affil: School of Education and the MIND Institute, University of California, Davis, One Shields Ave., 95616, Davis, CA, USA sug: subj: Teachers Language Education, Special Learning Environment Students, Elementary Autism Spectrum Disorder Human Social Behavior Observational Methods Factor Analysis Questionnaires Descriptive Statistics Male Chi Square Test Male ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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