Title

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

Authors

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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