Evidence map›Paper›PMID 42663883›Full record

ArticleJournal of autism and developmental disorders2026

Peer Talk in the Preschool Classroom: Are the Experiences of Children With Language Difficulties Distinctive?

Laura M Justice, G Logan Pelfrey, Hui Jiang, Tiffany J Foster, Dwight Irwin, Hugo Gonzalez Villasanti

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Article in Journal of autism and developmental disorders, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Laura M JusticeCrane Center for Early Childhood Research & Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH, 43201, USA. justice.57@osu.edu.
G Logan PelfreyCrane Center for Early Childhood Research & Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH, 43201, USA.
Hui JiangCrane Center for Early Childhood Research & Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH, 43201, USA.
Tiffany J FosterCrane Center for Early Childhood Research & Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH, 43201, USA.
Dwight IrwinAnita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, FL, USA.
Hugo Gonzalez VillasantiDepartment of Mechanical Engineering, University of Michigan, Ann Arbor, USA.

Funding

Spencer Foundation Spencer Foundation
6 · The paper itself

Abstract

purposeThe purpose of this study was to examine peer verbal interactions in the form of incoming and outgoing talk for children with language difficulties in preschool classrooms relative to their classmates. In addition, verbal interactions with teachers was also examined, in part to determine whether these occurred at similar rates to peer-to-peer talk.

methodsUp to eight observations using worn sensors occurred in the latter half of the academic year in 29 preschool classrooms. Incoming and outgoing talk with teachers and peers was examined for 36 children with language difficulties and compared to 145 classmates.

resultsTalk with peers occurred at much greater rates than talk with teachers. Children with language difficulties produced less outgoing talk to peers and received less incoming talk from peers relative to classmates, consistent with a very large effect size. However, talk to and from teachers occurred at similar rates for children with language difficulties and their classrooms.

conclusionsPeer verbal interactions are distinctive for children with language difficulties, occurring far less frequently than their classmates. The extent to which this distinctive experience is developmentally significant - in positive or concerning ways - for children with language difficulties warrants investigation in future classroom-based research.

Indexed as

Early childhood educationLanguage difficultiesPeer interactionsPeer talk

Identifiers

PMID42663883

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.