15 juin 2021

Évaluation des professeurs de langue dans les classes d'enseignement général et spécialisé au service des élèves autistes du primaire

Aperçu: G.M.

Cette étude a examiné comment les enseignants et les paraprofessionnels de 126 classes d'enseignement général et spécialisé de la maternelle à la deuxième année ont parlé avec leurs 194 élèves autistes, et en outre, comment les caractéristiques individuelles des élèves en termes de langage, de symptômes de l'autisme et de capacités sociales ont influencé cette conversation. 

À l'aide de méthodes d'observation systématiques et d'analyses factorielles, nous avons identifié un modèle unidimensionnel de langage des enseignants pour les classes d'enseignement général et spécialisé, tout en observant des différences entre les paramètres, avec plus de langage observé dans les classes d'enseignement spécialisé, dont une grande partie comprenait des directives et des questions fermées. 

Le vocabulaire réceptif des élèves expliquait une quantité significative de variance dans le langage des enseignants au-delà de sa covariance partagée avec les troubles sociaux et les problèmes de comportement dans les classes d'enseignement général, mais n'était pas significatif dans les classes d'enseignement spécialisé. Les implications pour la recherche sont discutées.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05115-4. 

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

Nicole Sparapani  1   2 , Vanessa P Reinhardt  3   4 , Jessica L Hooker  4 , Lindee Morgan  4   5 , Christopher Schatschneider  6 , Amy M Wetherby  4
Affiliations

Abstract

This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

Keywords: Autism; Autism spectrum disorder; Measurement invariance; Student characteristics; Teacher language.

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