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Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms
Journal article   Peer reviewed

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms

Emily F. Ferguson, Allison S. Nahmias, Samantha Crabbe, Talia Liu, David S. Mandell and Julia Parish-Morris
Autism : the international journal of research and practice, v 24(5), pp 1232-1245
01 Jul 2020
DOI: https://doi.org/10.1177/1362361319894835
PMID: 31964156
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Psychology Psychology, Developmental Social Sciences
Many children diagnosed with autism spectrum disorder who receive early intervention reap developmental benefits, but little is known about characteristics of early intervention placements in the community that optimize individual growth. The extent to which children hear and use language, in particular, may contribute significantly to developmental outcomes. We analyzed natural language production and exposure to language in preschoolers on the autism spectrum across three classroom compositions: autism only, mixed disability, and inclusion. Autistic children in inclusion classrooms produced more speech, received significantly more verbal input from their peers, and were exposed to a similar amount of teacher talk compared to children in autism only or mixed disability classrooms. These findings shed preliminary light on the linguistic environment of early intervention placements in the community, along with the characteristics of children placed in early intervention settings that may influence their language exposure from peers and teachers. Natural language sampling is a promising method for capturing language exposure in early intervention settings and providing context for understanding developmental outcomes resulting from early intervention. Lay abstract Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings.

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Collaboration types
Domestic collaboration
Web of Science research areas
Psychology, Developmental
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