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However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750\u2009hours' worth of children's (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u200977;\n                    <jats:italic>N<\/jats:italic>\n                    <jats:sub>ASD<\/jats:sub>\n                    \u2009=\u200924,\n                    <jats:italic>N<\/jats:italic>\n                    <jats:sub>DD<\/jats:sub>\n                    \u2009=\u200923,\n                    <jats:italic>N<\/jats:italic>\n                    <jats:sub>TD<\/jats:sub>\n                    \u2009=\u200930;\n                    <jats:italic>M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    \u2009=\u200943.98\u2009months) and teachers' (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u200912) locations and orientations across eight inclusion preschool classrooms to quantify child\u2010teacher and child\u2010peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers\u2013\u2010but not peers\u2014more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re\u2010emphasizing the need for classroom\u2010based interventions that support the peer interactions of children with ASD.\n                  <\/jats:p>","DOI":"10.1002\/aur.3276","type":"journal-article","created":{"date-parts":[[2024,12,4]],"date-time":"2024-12-04T00:49:04Z","timestamp":1733273344000},"page":"179-194","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective"],"prefix":"10.1002","volume":"18","author":[{"given":"Madison","family":"Drye","sequence":"first","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chitra","family":"Banarjee","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"},{"name":"College of Medicine University of Central Florida  Orlando Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lynn","family":"Perry","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alyssa","family":"Viggiano","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dwight","family":"Irvin","sequence":"additional","affiliation":[{"name":"Anita Zucker Center for Excellence in Early Childhood Studies University of Florida  Gainesville Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel","family":"Messinger","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Miami  Miami Florida USA"},{"name":"Department of Electrical and Computer Engineering University of Miami  Miami Florida USA"},{"name":"Department of Pediatrics University of Miami  Miami Florida USA"},{"name":"Department of Music Engineering University of Miami  Miami Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,12,3]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/17405629.2020.1716724"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1038\/s41598-023-27819-6"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1109\/TIM.2021.3074403"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0954579421001644"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/0271121415583048"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v067.i01"},{"issue":"2","key":"e_1_2_10_9_1","first-page":"186","article-title":"Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder","volume":"43","author":"Boyd B. 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