The Association Between Classroom Quality and the Social Competence of Autistic Preschool-Age Boys.
Saved in:
| Title: | The Association Between Classroom Quality and the Social Competence of Autistic Preschool-Age Boys. |
|---|---|
| Authors: | Oppenheim, David (AUTHOR), Dolev, Smadar (AUTHOR), Hamburger, Lior (AUTHOR), Lottan, Rony (AUTHOR), Kunst, Shimrit (AUTHOR), Friedelman, Jenny (AUTHOR), Mottes-Peleg, Michal (AUTHOR), Yirmiya, Nurit (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Jul2026, Vol. 56 Issue 7, p2504-2512. 9p. |
| Subjects: | Asperger's syndrome in children, School environment, Autism in children, Research funding, Scientific observation, Questionnaires, Descriptive statistics, Social skills |
| Abstract: | Research on the impact of the classroom environment on neurotypical children has demonstrated that higher classroom quality contributes to children's development, but whether this is also true with regard to autistic preschoolers has not been examined. Therefore, the goal of this study was to address this gap hypothesizing that higher classroom quality would be associated with higher child social competence both in and outside the classroom. The quality of the classrooms of 43 autistic preschooler boys was assessed by observation, and children's social competence in preschool was assessed by observation and teacher-report, and outside preschool by observing children's interactions with an unfamiliar adult. Controlling for the severity of the boys' symptoms, results revealed that higher classroom emotional support and organization was associated with higher child social competence as observed and reported by teachers in preschool, and with the boys' involvement with of an unfamiliar adult during play. The quality of the classroom environment was associated with the social skills of autistic boys. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research on the impact of the classroom environment on neurotypical children has demonstrated that higher classroom quality contributes to children's development, but whether this is also true with regard to autistic preschoolers has not been examined. Therefore, the goal of this study was to address this gap hypothesizing that higher classroom quality would be associated with higher child social competence both in and outside the classroom. The quality of the classrooms of 43 autistic preschooler boys was assessed by observation, and children's social competence in preschool was assessed by observation and teacher-report, and outside preschool by observing children's interactions with an unfamiliar adult. Controlling for the severity of the boys' symptoms, results revealed that higher classroom emotional support and organization was associated with higher child social competence as observed and reported by teachers in preschool, and with the boys' involvement with of an unfamiliar adult during play. The quality of the classroom environment was associated with the social skills of autistic boys. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-025-06747-6 |
