Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective.

Autor: Drye M; Department of Psychology, University of Miami, Miami, Florida, USA., Banarjee C; Department of Psychology, University of Miami, Miami, Florida, USA.; College of Medicine, University of Central Florida, Orlando, Florida, USA., Perry L; Department of Psychology, University of Miami, Miami, Florida, USA., Viggiano A; Department of Psychology, University of Miami, Miami, Florida, USA., Irvin D; Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, Florida, USA., Messinger D; Department of Psychology, University of Miami, Miami, Florida, USA.; Department of Electrical and Computer Engineering, University of Miami, Miami, Florida, USA.; Department of Pediatrics, University of Miami, Miami, Florida, USA.; Department of Music Engineering, University of Miami, Miami, Florida, USA.
Jazyk: angličtina
Zdroj: Autism research : official journal of the International Society for Autism Research [Autism Res] 2024 Dec 03. Date of Electronic Publication: 2024 Dec 03.
DOI: 10.1002/aur.3276
Abstrakt: In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N = 77; N ASD  = 24, N DD  = 23, N TD  = 30; M age  = 43.98 months) and teachers' (N = 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers--but not peers-more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD.
(© 2024 The Author(s). Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.)
Databáze: MEDLINE
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