Descriptive Analysis of Classroom Setting Events on the Social Behaviors of Children with Autism Spectrum Disorder.

Boyd, Brian A.; Conroy, Maureen A.; Asmus, Jennifer M.; McKenney, Elizabeth L. W.; Mancil, G. Richmond

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ792171

Title: Descriptive Analysis of Classroom Setting Events on the Social Behaviors of Children with Autism Spectrum Disorder

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Descriptive Analysis of Classroom Setting Events on the Social Behaviors of Children with Autism Spectrum Disorder
Authors:	Boyd, Brian A.; Conroy, Maureen A.; Asmus, Jennifer M.; McKenney, Elizabeth L. W.; Mancil, G. Richmond
Descriptors:	Peer Groups; Classroom Environment; Social Behavior; Pervasive Developmental Disorders; Peer Relationship; Student Participation; Teacher Student Relationship; Context Effect; Group Activities; Teacher Influence; Preschool Children; Elementary School Students; Special Education; Mainstreaming
Source:	Education and Training in Developmental Disabilities, v43 n2 p186-197 Jun 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Date:	2008-06-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
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. (Contains 5 tables.)
Abstractor:	Author
Reference Count:	38

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1547-0350
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.dddcec.org/etmrddv/TOC/tblecontents.htm

Back to Search Results