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Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms.

We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool–3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD = 9.42) of spontaneous communication on average within a 12-minute sample, a rate of...

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Published in:Journal of Autism & Developmental Disorders Vol. 53; no. 3; pp. 1243 - 1255
Main Authors: Birkeneder, Sandy Luong, Sparapani, Nicole
Format: research tables/charts Journal Article
Published: Springer Nature Mar2023
Online Access:View this record in EBSCOhost
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      dt: Mar2023
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-022-05738-1
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        atl: Measurements of Spontaneous Communication Initiations in Children with Autism in Preschool through Third Grade Classrooms.
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        au:
          Birkeneder, Sandy Luong
          Sparapani, Nicole
        affil: School of Education and the UC Davis MIND Institute, University of California, Davis, One Shields Ave, 95616, Davis, CA, USA
      sug:
        subj:
          Autism Spectrum Disorder In Infancy and Childhood
          Communication Skills Evaluation
          Human
          Funding Source
          Descriptive Statistics
          Data Analysis Software
          Male
          Female
          Child, Preschool
          Child
          Prospective Studies
          Clinical Assessment Tools
          Scales
          Child, Preschool: 2-5 years
          Child: 6-12 years
          Male
          Female
      ab: We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool–3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD = 9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features, receptive and expressive language, and adaptive functioning were associated with communication rate. A 4-factor model of spontaneous communication functions exhibited the best relative and absolute fit to the data. Findings highlight, and begin to explain, variability in spontaneous communication children used in classrooms, link individual developmental characteristics to communicative initiations, and provide evidence for conceptualizing and measuring spontaneous communication in learners with autism across classroom activities. Implications and future directions are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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