Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder

    Authors

    B. A. Boyd; M. A. Conroy; J. M. Asmus; E. L. W. McKenney;G. R. Mancil

    Comments

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    Abbreviated Journal Title

    Educ. Train. Dev. Disabil.

    Keywords

    PEER INTERACTIONS; YOUNG-CHILDREN; BRAIN ACTIVITY; RECOMMENDATIONS; INTERVENTIONS; ANTECEDENTS; PRESCHOOL; STUDENTS; SYSTEM; SKILLS; Education, Special; Rehabilitation

    Abstract

    Children with Autism Spectrum Disorder (ASD) are characterized by extreme deficits in social relatedness with same-age peers. The purpose of this descriptive study was to identify naturally occurring antecedent variables (i.e., setting events) in the classroom environments of children with ASD that promoted their engagement in peer-related social behaviors. Over a 12-week period, seven preschool-aged children were individually observed an average of 3.4 - 5.9 hours across the following classroom setting events: (a) contexts with varying peer group sizes, (b) contexts in which the adult or child directed the activities, and (c) contexts with varying levels of teacher engagement. Results based on a continuous, sequential behavioral coding system showed that for the majority of participants; small group sizes, child. directed activities, and limited teacher engagement most influenced the occurrence of target children's social behaviors. Implications of this study to practice are addressed.

    Journal Title

    Education and Training in Developmental Disabilities

    Volume

    43

    Issue/Number

    2

    Publication Date

    1-1-2008

    Document Type

    Article

    Language

    English

    First Page

    186

    Last Page

    197

    WOS Identifier

    WOS:000255532500005

    ISSN

    1547-0350

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