Automated measures of vocal interactions and engagement in inclusive preschool classrooms
Automated measures of vocal interactions and engagement in inclusive preschool classrooms
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包容性学前班课堂中声音互动和参与的自动化测量
DOI：
10.1002/aur.2980
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发表时间：
2023
期刊：
影响因子：
4.7
通讯作者：
Perry, Lynn K.
中科院分区：
文献类型：
--
作者：
Fasano, Regina M.;Mitsven, Samantha G.;Custode, Stephanie A.;Sarker, Debasish;Bulotsky‐Shearer, Rebecca J.;Messinger, Daniel S.;Perry, Lynn K.
课堂参与在学龄前儿童的发展中起着至关重要的作用，但参与的相关性，特别是在自闭症谱系障碍（ASD）和发育迟缓（DD）儿童中，仍然未知。本研究探讨了三组ASD，DD和典型发展（TD）的儿童与课堂社会合作伙伴和任务的参与水平。在这里，我们问孩子们的声乐互动（发声，从同伴和老师）是否与他们的课堂参与与社会合作伙伴（同伴和老师）和任务，以及课堂参与和声乐互动之间的关联是否在ASD组的孩子和他们的同龄人在DD和TD组不同。发声和位置的自动测量量化了孩子们在学年中与同龄人和老师的声音互动。自动定位和发声数据用于捕获（1）儿童对特定同伴和教师的声音输出，以及（2）他们从这些同伴和教师那里收到的声音输入。参与者为72名3-5岁奥尔兹（法师= 48.6个月，SD = 7.0，43%为女孩）及其教师。ASD组的儿童与同伴、教师和任务的参与度低于TD组的儿童;他们与同伴的参与度也低于DD组的儿童。总体而言，儿童自己的发声与社会伙伴的参与呈正相关。因此，虽然ASD组的儿童往往比TD组的儿童参与度低，但积极参与语音互动似乎有助于他们与教师和同伴的课堂参与。
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 (Mage= 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.
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影响因子：
3.7
作者：
Downer, Jason T.;Booren, Leslie M.;Lima, Olivia K.;Luckner, Amy E.;Pianta, Robert C.
通讯作者：
Pianta, Robert C.
与孩子交谈。
DOI：
--
发表时间：
1970
期刊：
Journal of the New York State School Nurse-Teachers Association
影响因子：
--
作者：
R. McKevitt
通讯作者：
R. McKevitt
学前教育中寓教于乐的要求
DOI：
--
发表时间：
2008
期刊：
影响因子：
--
作者：
K. Hirsh;Roberta Michnick Golinkoff;L. Berk;D. Singer
通讯作者：
D. Singer
影响因子：
4.6
作者：
LADD, GW;PRICE, JM
通讯作者：
PRICE, JM
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
影响因子：
--
作者：
Ann M. Sam;Stephanie S. Reszka;B. Boyd;Yi Pan;K. Hume;S. Odom
通讯作者：
S. Odom