Comparison of attitudes of children with typical development toward children with disabilities in 2012 and 2017

Jasmina Radojlović; Tatjana Simović; Goran Nedović

doi:10.5937/engrami1902006r

The use of person-first language in scholarly writing may accentuate stigma

10.31234/osf.io/7wxea ◽

2018 ◽

Author(s):

Morton Ann Gernsbacher

Keyword(s):

Language Use ◽

Children With Disabilities ◽

First Language ◽

Typical Development ◽

Scholarly Writing ◽

American Psychological ◽

Adults With Disabilities ◽

Style Guides

Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma.

Download Full-text

Teaching Sequences of Pretend Play to Children With Disabilities

Journal of Early Intervention ◽

10.1177/1053815118799466 ◽

2018 ◽

Vol 41 (1) ◽

pp. 13-29 ◽

Cited By ~ 5

Author(s):

Erin E. Barton ◽

Gounah Choi ◽

Evelyn G. Mauldin

Keyword(s):

Children With Disabilities ◽

Pretend Play ◽

Individualized Instruction ◽

Probe Design ◽

Typical Development ◽

Systematic Instruction ◽

Response Prompting ◽

Play Behaviors ◽

Multiple Probe ◽

Early Childhood Settings

Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure—constant time delay—and the acquisition, maintenance, and generalization of sequences of pretend play by children with disabilities. Results indicated systematic instruction was functionally related to increased levels of unprompted and different sequences of pretend play in all three participants. However, individual adaptations were required for two of three participants. The findings replicate previous research on adult systematic instruction using response-prompting strategies to teach pretend play and extend the literature by measuring and reporting generalized sequences of pretend play. Overall, this study supports systematic, individualized instruction using response-prompting strategies to teach sequences of pretend play to children who do not display such behaviors.

Download Full-text

Effects of Teaching Preschool Peers to Use the Mand-Model Procedure During Snack Activities

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0201.38 ◽

1993 ◽

Vol 2 (1) ◽

pp. 38-46 ◽

Cited By ~ 6

Author(s):

Martha L. Venn ◽

Mark Wolery ◽

Lucy A. Fleming ◽

Lisa D. DeCesare ◽

Andrea Morris ◽

...

Keyword(s):

Children With Disabilities ◽

Role Playing ◽

Probe Design ◽

Communication Behavior ◽

Typical Development ◽

Typically Developing ◽

Preschoolers With Disabilities ◽

Multiple Probe ◽

Teacher Prompting

This investigation was designed to evaluate the effects of scripted direct instruction sessions, role playing with an adult and another child, feedback, in vivo teacher prompting, and praise on typically developing preschoolers’ use of the mand-model procedure; and to evaluate the effects of that use on the communication behavior of their peers with disabilities during snack activities. Six children, three with typical development and three with disabilities, participated in the study. They were grouped in three dyads during snack time, and the use of the mand-model procedure by the typical children and the responses of the children with disabilities were measured. A multiple probe design across subjects was used. The results indicated that (a) the typically developing preschoolers learned to use the mand-model procedure, (b) the preschoolers with disabilities responded to the mands and models after their peers began to use the procedure, (c) inappropriate behavior by the children with disabilities increased with the introduction of the mand-model procedure and then subsided, and d) unprompted requests increased for two of the three children with disabilities.

Download Full-text

Beyond autism: Challenging unexamined assumptions about social motivation in typical development

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002273 ◽

2019 ◽

Vol 42 ◽

Author(s):

Karen Bartsch ◽

David Estes

Keyword(s):

Social Interest ◽

Social Motivation ◽

Typical Development ◽

Typically Developing ◽

New Approaches

Abstract In challenging the assumption of autistic social uninterest, Jaswal & Akhtar have opened the door to scrutinizing similar unexamined assumptions embedded in other literatures, such as those on children's typically developing behaviors regarding others’ minds and morals. Extending skeptical analysis to other areas may reveal new approaches for evaluating competing claims regarding social interest in autistic individuals.

Download Full-text