Automated measures of vocal interactions and engagement in inclusive preschool classrooms.

Autor: Fasano RM; Department of Psychology, University of Miami, Coral Gables, Florida, USA., Mitsven SG; Department of Psychology, University of Miami, Coral Gables, Florida, USA., Custode SA; Department of Psychology, Princeton University, Princeton, New Jersey, USA., Sarker D; Department of Physics, University of Miami, Coral Gables, Florida, USA., Bulotsky-Shearer RJ; Department of Psychology, University of Miami, Coral Gables, Florida, USA., Messinger DS; Department of Psychology, University of Miami, Coral Gables, Florida, USA.; Departments of Pediatrics, Music Engineering, and Electrical and Computer Engineering, University of Miami, Coral Gables, Florida, USA., Perry LK; Department of Psychology, University of Miami, Coral Gables, Florida, USA.
Jazyk: angličtina
Zdroj: Autism research : official journal of the International Society for Autism Research [Autism Res] 2023 Aug; Vol. 16 (8), pp. 1586-1599. Date of Electronic Publication: 2023 Jul 05.
DOI: 10.1002/aur.2980
Abstrakt: Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3-5-year-olds (M age  = 48.6 months, SD = 7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers.
(© 2023 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.)
Databáze: MEDLINE
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