The Modified- Classroom ObservationScheduletoMeasureIntenticnaCommunication( M-COSMIC): EvaluationofReliabilityandValidity

Modified COSMIC 24

different rates of behaviour coded in the M-COSMIC and standardised measures of language
taken elsewhere.

6.3 Cross-contextual differences in social and communication behaviours

Paired comparisons of M-COSMIC codes indicated largely similar rates of behaviour
across the two contexts of teacher-led group activity and free-play, yet some important
differences emerged. Communication bouts with teachers were more frequent during the
structured activity session (greater than 4 times per minute) than during the free-play (around 3
times per minute). Children showed greater responding to others during the structured activity
than during free play, complying more often with instructions in this former situation. This
pattern of findings is likely to be explained by the fact that teachers were taking the lead in the
structured activity and, as such, providing more direct instruction to the children. This would
have resulted in greater number of child responses and acts of compliance to the teachers during
this activity than during the free-play time. Thus, a more highly structured environment may be
conducive of increased rates of responsive communication acts for children with ASD The rate
of initiations per minute (approximately 2) was higher in the present sample than in the older but
more impaired children involved in the original COSMIC study (approximately one initiation
every 5 minutes; Pasco et al., 2008) and that seen using the observational schedule of Stone and
Caro-Martinez (1990; approximately one every 15 minutes).

The joint attention response behaviour of following another’s gaze/pointing gesture was
also more commonly observed during the activity than the free-play setting. This further suggests
that the structure promoted through high teacher involvement may facilitate increased response
behaviour in children with ASD. As an example, teachers were regularly heard to ask direct
questions of the children whilst leading the structured activity (e.g., asking “What’s that?” whilst

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