Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development

Child with disabilityChild with typical developmentHearing problem20Vision problem100Intellectual functioning90Intentional communication40Tonus40Behaviour and social skills20Overall health20Structural status00Note: All children are included in all analyses.

ChildMeanStd. dev.T-valueSiVerbalIs verbalTarget child2.502.17−5.48.00Control child7.101.52Not verbalTarget child5.903.313.27.00Control child2.101.60Verbal to whomChildrenTarget child.70.94−5.52.00Control child4.301.83No oneTarget child5.403.372.43.03Control child2.401.95Teachers communication with the childNo communicationTarget child3.902.683.14.01Control child7.302.11Initiating childrenTarget child5.901.974.26.00Control child2.01.58Type of teachers communicationQuestionTarget child2.01.172.58..02Control child1.101.24No communicationTarget child4.202.57−3.09.01Control child7.402.01ProximityTo teacherTarget child10.201.932.53.02Control child7.802.30To childrenTarget child.70.67−2.40.03Control child2.702.54Type of interactionCollaborationTarget child1.10.99−3.19.00Control child3.602.27Type of activitySocialTarget child1.401.26−6.30.00Control child5.301.50DisruptiveTarget child2.302.162.50.02Control child.50.70Doing nothingTarget child5.002.353.56..03Control child2.001.25Note: All children are included in all analyses.

ChildMeanStd.devT-valuesig.The child ends interaction in a proper wayTarget child1.701.055.34.00Control child4.201.03The child adjusts his/her tempoTarget child2.301.491.70.01Control child4.001.50I (the teacher) decide what to interact aboutTarget child4.40.843.04.08Control child3.00.91I understand what the child meansTarget child4.10.322.60.02Control child4.80.32Note: All children are included in all analyses.