The effect of adult interactive style on the spontaneous communication of young children with autism at school

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The effect of adult interactive style on the spontaneous communication of young children with autism at school. / Kossyvaki, Lila; Jones, Glenys; Guldberg, Karen.

In: British Journal of Special Education, Vol. 39, No. 4, 2012, p. 173-184.

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@article{18389f483c2d4f5a94ad3397eb9d2cde,
title = "The effect of adult interactive style on the spontaneous communication of young children with autism at school",
abstract = "Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism.",
author = "Lila Kossyvaki and Glenys Jones and Karen Guldberg",
year = "2012",
language = "English",
volume = "39",
pages = "173--184",
journal = "British Journal of Special Education",
issn = "0952-3383",
publisher = "Wiley",
number = "4",

}

RIS

TY - JOUR

T1 - The effect of adult interactive style on the spontaneous communication of young children with autism at school

AU - Kossyvaki, Lila

AU - Jones, Glenys

AU - Guldberg, Karen

PY - 2012

Y1 - 2012

N2 - Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism.

AB - Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism.

UR - http://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12001/abstract;jsessionid=F62FBB22026BABD57BB533DD8BBEEA98.f01t04?systemMessage=Wiley+Online+Library+will+have+be+unavailable+on+Saturday+5th+December+from+10%3A00-14%3A00+GMT+%2F+05%3A00-09%3A00+EST+%2F+18%3A00-22%3A00+SGT+for+essential+maintenance.+Apologies+for+the+inconvenience.

M3 - Article

VL - 39

SP - 173

EP - 184

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 4

ER -