Antecedent Classroom Factors and Disruptive Behaviors of Children with Autism Spectrum Disorders

Autor/inn/en	Conroy, Maureen A.; Asmus, Jennifer M.; Boyd, Brian A.; Ladwig, Crystal N.; Sellers, Jennifer A.
Titel	Antecedent Classroom Factors and Disruptive Behaviors of Children with Autism Spectrum Disorders
Quelle	In: Journal of Early Intervention, 30 (2007) 1, S.19-35 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/105381510703000103
Schlagwörter	Proximity; Autism; Pervasive Developmental Disorders; Behavior Problems; Classroom Environment; Correlation; Elementary School Students; Learning Activities; Educational Resources; Teacher Student Relationship; Inclusive Schools; Mainstreaming; Influences; Student Behavior; Grouping (Instructional Purposes); Teaching Methods + Suchen Sie Ihr Suchwort? Lebensnähe; Autismus; Klassenklima; Unterrichtsklima; Korrelation; Lernaktivität; Bildungsmittel; Teacher student relationships; Lehrer-Schüler-Beziehung; Inclusive school; Integrative Schule; Influence; Einfluss; Einflussfaktor; Student behaviour; Schülerverhalten; Grouping; Gruppenbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined relationships between antecedent classroom factors and the disruptive behaviors of five elementary-aged students with autism spectrum disorders (ASD). A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity, availability of materials, and adult proximity) occurring within the general education classroom on target children's disruptive behavior. Sequential analyses were conducted to identify possible influences of these factors on the relationship between adult directives and subsequent target child disruptive behavior. Results showed different antecedent classroom factors influenced the occurrence of and the strength and direction of the sequential relationships between teacher directives and child disruptive behavior across participants. Although idiosyncratic findings occurred, for the majority of participants, specific antecedent factors decreased the rate of disruptive behavior including: a group setting, academic adult-directed activities, no materials present, and no adult proximity. Implications for practitioners and future research are discussed. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10