Observation of Classroom Social Communication: Do Children With Fetal Alcohol Spectrum Disorders Spend Their Time Differently Than Their Typically Developing Peers?
Purpose: In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers. Method: Twelve pairs of children were observed in their classrooms 20 min...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 53; no. 6; pp. 1687 - 1704 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Dec2010
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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=ssf&AN=508199565&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508199565 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Dec2010 vid: 53 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 508199565 10.1044/1092-4388(2010/09-0092) ppf: 1687 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 10.2MB tig: atl: Observation of Classroom Social Communication: Do Children With Fetal Alcohol Spectrum Disorders Spend Their Time Differently Than Their Typically Developing Peers? aug: au: Olswang, Lesley B. Svensson, Liselotte Astley, Susan su: Interpersonal communication in children Fetal alcohol syndrome Child behavior Psychology of children with disabilities Psychology of school children Time on task (Education) sug: subj: Interpersonal communication in children Fetal alcohol syndrome Child behavior Psychology of children with disabilities Psychology of school children Time on task (Education) ab: Purpose: In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers. Method: Twelve pairs of children were observed in their classrooms 20 min a day for 4 days across 2 weeks. Coders documented classroom social communication by recording performance on handheld computers using the Social Communication Coding System (L. B. Olswang, L. Svensson, T. E. Coggins, J. Beilinson, & A. L. Donaldson, 2006). The Social Communication Coding System consists of 6 behavioral dimensions (prosocial/engaged, passive/disengaged, irrelevant, hostile/coercive, assertive, and adult seeking) that account for all verbal and nonverbal productions during a specified timeframe. The frequency of occurrence and duration of each dimension (as measured by proportion of time and average length of time spent performing each dimension) were recorded. Results: Children with FASD had significantly more occurrences of passive/disengaged and irrelevant behavior, and the proportion and average length of time in these behaviors were larger and longer than those of their peers. Further, children with FASD had significantly more occurrences of prosocial/engaged behavior; however, the proportion and average length of time that they spent being prosocial were smaller and shorter than those of their peers. Implications: Results suggest children with mild FASD performed differently than their peers in regard to classroom social communication, which was consistent with parent and teacher behavioral reports. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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