The Association between Adult Participation and the Engagement of Preschoolers with ASD
The Association between Adult Participation and the Engagement of Preschoolers with ASD
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成人参与与患有自闭症谱系障碍的学龄前儿童的参与之间的关联
作者：
Ann M. Sam;Stephanie S. Reszka;B. Boyd;Yi Pan;K. Hume;S. Odom
孩子参与课堂活动的能力与更好的学习成绩有关。然而，关于儿童自闭症的特征和成人行为如何影响参与的信息有限。这项研究考察了(1)成人参与和儿童参与的模式，(2)儿童参与和成人参与之间的关系，以及(3)ASD的特征(自闭症严重程度、语言能力和挑战行为)如何调节成人参与和儿童参与之间的关系。总体而言，当成年人主动或被动地与他们一起参与时，儿童参与的可能性较小。主持人对这种关系产生了影响。当成年人主动或被动地参与时，自闭症严重程度较高的儿童更有可能参与其中。同样，当成年人主动或被动地参与时，语言能力较低的儿童更有可能参与其中。最后，当成年人主动或被动地与他们一起参与时，具有更高水平挑战行为的儿童不太可能参与其中。这些发现对于成年人如何最好地支持患有自闭症的儿童的参与具有重要的意义。
The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD.