The Questions Verbal Children With Autism Spectrum Disorder Encounter in the Inclusive Preschool Classroom

Sanders, E. J., Irvin, D. W., Belardi, K., McCune, L., Boyd, B. A., & Odom, S. L.
2016

From the abstract: "This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms."

Available here: Autism
Citation: Sanders, E. J., Irvin, D. W., Belardi, K., McCune, L., Boyd, B. A., & Odom, S. L. (2016). The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom. Autism, 20, 96-105.
DOI: 10.1177/1362361315569744