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Variability in classroom social comm...

Svensson, Liselotte.

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Variability in classroom social communication: Performance of children with fetal alcohol spectrum disorders and typically developing peers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Variability in classroom social communication: Performance of children with fetal alcohol spectrum disorders and typically developing peers./
作者:	Svensson, Liselotte.
面頁冊數:	224 p.
附註:	Adviser: Lesley B. Olswang.
Contained By:	Dissertation Abstracts International67-09B.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230800
ISBN:	9780542839818

Variability in classroom social communication: Performance of children with fetal alcohol spectrum disorders and typically developing peers.
Svensson, Liselotte.

Variability in classroom social communication: Performance of children with fetal alcohol spectrum disorders and typically developing peers. - 224 p.

Adviser: Lesley B. Olswang.

Thesis (Ph.D.)--University of Washington, 2006.

This study investigated the variability in classroom social communication performance across days and between situations in children with Fetal Alcohol Spectrum Disorders (FASD) and social problems (N = 12) and typically developing (TD) peers (N = 12) without social problems in a matched pair design. Children were observed over 2 weeks in their classrooms during two types of situations ("Cooperation" and "Honoring School Rules") for approximately 20 minutes per day for 4 days. Frequency of occurrence and duration data were collected on six core social communication behavioral dimensions: prosocial/engaged, hostile/coercive, assertive, passive/disengaged, adult seeking, and irrelevant. To examine whether the classroom social communication performance of children with FASD was more variable than that of TD peers, and whether such differences were dependent upon situation, four variability perspectives were utilized: (1) overall rate of dimension changes (RDC) and day-to-day variability of RDC; (2) day-to-day variability of proportion of time spent in different dimensions; (3) day-to-day variability of average duration of dimension instances; and (4) day-to-day performance outside a comparison range of proportion of time spent in different dimensions.

ISBN: 9780542839818Subjects--Topical Terms:

606639
Education, Special.

Variability in classroom social communication: Performance of children with fetal alcohol spectrum disorders and typically developing peers.
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520 $a This study investigated the variability in classroom social communication performance across days and between situations in children with Fetal Alcohol Spectrum Disorders (FASD) and social problems (N = 12) and typically developing (TD) peers (N = 12) without social problems in a matched pair design. Children were observed over 2 weeks in their classrooms during two types of situations ("Cooperation" and "Honoring School Rules") for approximately 20 minutes per day for 4 days. Frequency of occurrence and duration data were collected on six core social communication behavioral dimensions: prosocial/engaged, hostile/coercive, assertive, passive/disengaged, adult seeking, and irrelevant. To examine whether the classroom social communication performance of children with FASD was more variable than that of TD peers, and whether such differences were dependent upon situation, four variability perspectives were utilized: (1) overall rate of dimension changes (RDC) and day-to-day variability of RDC; (2) day-to-day variability of proportion of time spent in different dimensions; (3) day-to-day variability of average duration of dimension instances; and (4) day-to-day performance outside a comparison range of proportion of time spent in different dimensions.
520 $a Perspectives one to three utilized within subject standard deviations to investigate variability across days. In addition, overall (RDC) was analyzed as a general measure of variability. Results based on general linear models, repeated measures, revealed statistically significant group effects for overall RDC and day-to-day variability for proportion of time spent in prosocial/engaged and irrelevant dimensions. In general, differences between groups were not dependent upon situation. Analyses of daily performance suggested that the performance of children with FASD was not always outside a comparison peer range with regards to proportion of time spent in prosocial/engaged, passive/disengaged, and/or irrelevant across situations. Rather, on some days they performed within the range of their TD peers' performance. This study is the first to empirically document increased variability in classroom social communication performance in children with FASD compared to TD peers. The results support previous anecdotal and clinical observational reports of inconsistent performance in children with FASD, suggesting that variability may contribute to the social communication problems seen in this population. Clinical implications and future directions are discussed.
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