Abstract
We assessed teacher responses to the communicative attempts of children with autism. Teachers were first interviewed using the Inventory of Potential Communicative Acts (IPCA) to identify behaviors in each child’s repertoire that the teachers considered to be communicative. Interview results suggested that the teachers interpreted many of the children’s prelinguistic gestures, body movements, and facial expressions, as forms of communication. Naturalistic observations were then conducted in the child’s classroom to determine how teachers responded to the children’s identified forms of prelinguistic behaviors. The results of these naturalistic observations suggested that the teachers often did not respond to the child’s prelinguistic behaviors in ways that acknowledged their communicative intent. Implications of the results on the child’s communication development and for intervention efforts are discussed.
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Keen, D., Sigafoos, J. & Woodyatt, G. Teacher Responses to the Communicative Attempts of Children With Autism. J Dev Phys Disabil 17, 19–33 (2005). https://doi.org/10.1007/s10882-005-2198-5
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DOI: https://doi.org/10.1007/s10882-005-2198-5