The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed.

The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed.