Stella Tsamitrou, Marie-Hélène Plumet
The importance and challenges of observing social interactions in autistic preschoolers during inclusive educational settings: A scoping review
Autism & developmental language impairments
accumulating correlational evidence effect specific types reading instruction depends childrens initial language literacy skills called child characteristics instruction ci interactions however experimental evidence beyond first grade randomized control study examined whether ci interactions might present underlying predictable mechanism explaining individual differences students respond thirdgrade classroom literacy instruction end designed tested instructional intervention individualizing student instruction isi teachers n 33 students n 448 randomly assigned isi intervention vocabulary intervention individualized teachers conditions received professional development videotaped classroom observations conducted fall winter spring documented instruction student classroom received teachers isi group likely provide differentiated literacy instruction considered ci interactions teachers vocabulary group students isi intervention made greater gains standardized assessment reading comprehension students vocabulary intervention results indicate ci interactions likely contribute students varying response literacy instruction regard reading comprehension achievement association students profile language literacy skills recommended instruction nonlinear dependent number factors hence dynamic complex theories classroom instruction environment impacts student learning appear warranted inform effective literacy instruction third grade