Teacher Responsivity to Preschoolers with Autism Relative to Levels of Challenging Behavior

Abstract

Understanding how child characteristics influence teacher behavior is crucial for knowing the impact that differentiated teacher responses may have on later development. This study explored the relation between levels of problem behavior and adult language acts for 15 matched pairs of preschoolers with autism. Frequencies, types, and timing of teacher language acts were examined relative to engagement and communicative acts for children with high and low levels of problem behavior. Matched pairs were created from a pool of 205 children who participated in a larger evaluation study. Teacher ratings on the Child Teacher Rating Form (CTRF) were used to establish the top or bottom quartiles from which the high and low problem behavior groups were formed. Pairs, differentiated by level of challenging behavior, were then matched on language skills. Videos from natural play routines were coded and analyzed using t-tests and sequential analyses. Teacher redirectives occurred significantly more often for the high problem behavior group. Both groups displayed similar levels of engagement and time spent in child led activities.