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Teacher Responses to the Communication Attempts of Children With Autism


Keen, D and Sigafoos, J and Woodyatt, G, Teacher Responses to the Communication Attempts of Children With Autism, Journal of Developmental and Physical Disabilities, 17, (1) pp. 19-33. ISSN 1056-263X (2005) [Refereed Article]

DOI: doi:10.1007/s10882-005-2198-5


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. © 2005 Springer Science + Business Media, Inc.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist studies in education
Research Field:Special education and disability
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Inclusive education
UTAS Author:Sigafoos, J (Professor Jeffrey Sigafoos)
ID Code:36307
Year Published:2005
Web of Science® Times Cited:25
Deposited By:Education
Deposited On:2006-01-20
Last Modified:2006-01-20

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