School of Education and the UC Davis MIND Institute, University of California, Davis, One Shields Ave, 95616, Davis, CA, USA.
J Autism Dev Disord. 2023 Mar;53(3):1243-1254. doi: 10.1007/s10803-022-05738-1. Epub 2022 Oct 12.
We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool-3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD = 9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features, receptive and expressive language, and adaptive functioning were associated with communication rate. A 4-factor model of spontaneous communication functions exhibited the best relative and absolute fit to the data. Findings highlight, and begin to explain, variability in spontaneous communication children used in classrooms, link individual developmental characteristics to communicative initiations, and provide evidence for conceptualizing and measuring spontaneous communication in learners with autism across classroom activities. Implications and future directions are discussed.
我们利用课堂视频观察，在 57 个班级中检查了 112 名自闭症学前至 3 年级儿童自发交流的频率和功能。在 12 分钟的样本中，儿童平均发起 7.53 次（SD=9.42）自发交流，每分钟发起 0.69 次。自闭症特征、接受性和表达性语言以及适应功能与交流率相关。自发交流功能的 4 因素模型对数据具有最佳的相对和绝对拟合度。研究结果突出并开始解释了儿童在课堂上使用的自发交流的变异性，将个体发展特征与交流发起联系起来，并为在课堂活动中对自闭症学习者的自发交流进行概念化和测量提供了证据。讨论了其影响和未来方向。
