{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,27]],"date-time":"2026-09-27T02:15:41Z","timestamp":1790475341175,"version":"4.1.0"},"reference-count":49,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2021,5,3]],"date-time":"2021-05-03T00:00:00Z","timestamp":1620000000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Autism Research"],"published-print":{"date-parts":[[2021,8]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:label\/>\n                    <jats:p>\n                      Children's preschool experiences have consequences for development. However, it is not clear how children's real\u2010time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real\u2010time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female;\n                      <jats:italic>M\u2009=<\/jats:italic>\n                      \u00a050.14\u2009months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end\u2010of\u2010year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real\u2010time language use and in the developing language abilities of children with ASD in inclusion classrooms.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Lay Summary<\/jats:title>\n                    <jats:p>This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/aur.2526","type":"journal-article","created":{"date-parts":[[2021,5,3]],"date-time":"2021-05-03T06:07:53Z","timestamp":1620022073000},"page":"1658-1669","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism"],"prefix":"10.1002","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2556-6433","authenticated-orcid":false,"given":"Regina M.","family":"Fasano","sequence":"first","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lynn K.","family":"Perry","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yi","family":"Zhang","sequence":"additional","affiliation":[{"name":"Department of Physics University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Laura","family":"Vitale","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jue","family":"Wang","sequence":"additional","affiliation":[{"name":"Department of Educational and Psychological Studies University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chaoming","family":"Song","sequence":"additional","affiliation":[{"name":"Department of Physics University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel S.","family":"Messinger","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"},{"name":"Department of Pediatrics, Department of Electrical &amp; Computer Engineering, Department of Music Engineering University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,5,3]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/17405629.2020.1716724"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"issue":"1","key":"e_1_2_9_4_1","first-page":"1","article-title":"Fitting linear mixed\u2010effects models using lme4","volume":"67","author":"Bates D.","year":"2014","journal-title":"Journal of Statistical Software"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-017-3064-x"},{"key":"e_1_2_9_6_1","unstructured":"Blazer C.(2017).Review of the research on inclusive classrooms:Academic and social outcomes for students with and without disabilities;best practices;and parents' perceptions of benefits and risks(Information Capsule Research Services). 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