Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder

Abstract

Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed.

Stay-Play-Talk Meta-Analysis

“…Adult support of peer relations is associated with children's socially competent behavior (Irvin, Boyd, and Odom, 2015). Early childhood practitioners can choose from a range of evidence-based practices designed to improve skill acquisition, social-emotional development, and peer relationships for young children.…”

“…Social competence in preschool is associated with a wide range of positive outcomes over time (e.g., academic achievement and mental health; Jones, Greenberg, & Crowley, 2015) and children who are enrolled in classrooms with more positive peer interactions in preschool have lower rates of problem behavior in elementary school (Spivak & Farran, 2016). Given the inverse relation between social competence and problem behavior, as well as the negative outcomes associated with problem behavior (i.e., suspension and expulsion; U.S. Department of Education, 2014), it is clear that social competence is critical in early childhood contexts.Adult support of peer relations is associated with children's socially competent behavior (Irvin, Boyd, and Odom, 2015). Early childhood practitioners can choose from a range of evidence-based practices designed to improve skill acquisition, social-emotional development, and peer relationships for young children.…”

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

“…Social competence in preschool is associated with a wide range of positive outcomes over time (e.g., academic achievement and mental health;Jones et al, 2015), and children who are enrolled in classrooms with more positive peer interactions in preschool have lower rates of problem behavior in elementary school (Spivak & Farran, 2016). Given the inverse relation between social competence and problem behavior, as well as the negative outcomes associated with problem behavior (i.e., suspension and expulsion; U.S. Department of Education Office for Civil Rights, 2014), it is clear that social competence is critical in early childhood contexts.Adult support of peer relations is associated with children's socially competent behavior (Irvin et al, 2015). Early childhood practitioners can choose from a range of evidence-based practices designed to improve skill acquisition, social-emotional development, and peer relationships for young children.…”

“…Adult support of peer relations is associated with children's socially competent behavior (Irvin et al, 2015). Early childhood practitioners can choose from a range of evidence-based practices designed to improve skill acquisition, social-emotional development, and peer relationships for young children.…”