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 SRCLD Presentation Details 

    An Application of Generalizability Theory to Characterize Language Learning Interactions for Young Children with Autism Spectrum Disorders (ASD) in their Inclusive Classroom  
Andrea Ford - University of Minnesota - Twin Cities
LeAnne Johnson - University of Minnesota - Twin Cities

SRCLD Year: 2020
Presentation Type: Special Session
Presentation Time: Sat, May 30, 2020 at 01:30 PM
Abstract View Full Summary
Observing and sampling language behaviors used by adults and children requires careful consideration of factors that may impact the reliability of the inferences. Using methods associated with Generalizability Theory to identify sources of measurement error, the researchers video-recorded four, 15-minute occasions of educator-child interactions for 11 participants with ASD during free play in their respective inclusive preschool classroom. Two trained observers coded all videos for child verbalizations and types of educator language. The generalizability studies illustrated that observer accounted for little to no error across all variables measured, while occasion accounted for the majority of the error for all behaviors except child verbalizations. Although only three occasions were needed for child verbalizations, achieving stable estimates of the various types of educator language required five to more than 15 occasions. With a need to balance technical requirements with practical cost of obtaining reliable estimates, refining or identifying the most robust variables may be a necessary step toward making valid inferences about the language learning environments of young children with ASD. This work is supported by the Institute of Education Sciences (#R324A170032).
Author Biosketch(es)



Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders