Variability in Classroom Social Communication: Performance of Children With Fetal Alcohol Spectrum Disorders and Typically Developing Peers PurposeIn this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers.MethodTwelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a 2-week period. ... Article
Article  |   June 01, 2013
Variability in Classroom Social Communication: Performance of Children With Fetal Alcohol Spectrum Disorders and Typically Developing Peers
 
Author Affiliations & Notes
  • Liselotte Kjellmer
    Karolinska University Hospital and Karolinska Institutet, Stockholm, Sweden
  • Lesley B. Olswang
    University of Washington, Seattle
  • Correspondence to Liselotte Kjellmer: liselotte.kjellmer@karolinska.se
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Sean Redmond
    Associate Editor: Sean Redmond×
Article Information
Special Populations / Genetic & Congenital Disorders / School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Language
Article   |   June 01, 2013
Variability in Classroom Social Communication: Performance of Children With Fetal Alcohol Spectrum Disorders and Typically Developing Peers
Journal of Speech, Language, and Hearing Research, June 2013, Vol. 56, 982-993. doi:10.1044/1092-4388(2012/11-0345)
History: Received December 17, 2011 , Revised August 10, 2012 , Accepted October 6, 2012
 
Journal of Speech, Language, and Hearing Research, June 2013, Vol. 56, 982-993. doi:10.1044/1092-4388(2012/11-0345)
History: Received December 17, 2011; Revised August 10, 2012; Accepted October 6, 2012
Web of Science® Times Cited: 2

PurposeIn this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers.

MethodTwelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a 2-week period. Coders documented classroom social communication during situations of Cooperation and following School Rules by recording performance on handheld computers using the Social Communication Coding System (SCCS). The SCCS consists of 6 behavioral dimensions (prosocial/engaged, passive/disengaged, irrelevant, hostile/coercive, assertive, and adult seeking). The frequency of occurrence and duration of each dimension were recorded. These measures were then used to examine variability in performance within and across days (changeability and stability, respectively).

ResultsIndependent of classroom situation, children with FASD were more variable than their typically developing peers in terms of changing behavioral dimensions more often (changeability) and varying their behavior more from day to day (stability).

ConclusionsDocumenting performance variability may provide a clearer understanding of the classroom social communication difficulties of the child with mild FASD.

Acknowledgments
This research was supported, in part, by two grants from the University of Washington (“Tools for Transformation Award” and the “Royalty Research Fund”) and by the U.S. Centers for Disease Control (Grant UA/CCU010163, “Intervening With Children/Adolescents With FAS/ARND”). We wish to acknowledge the assistance of Jill Beilinson, Susan Oblak, and Betty Moering in data collection.
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