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Journal of Autism and Developmental Disorders

Gepubliceerd in:

16-09-2016 | Original Paper

Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors

Auteurs: Barbara Caplan, Melanie Feldman, Abbey Eisenhower, Jan Blacher

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2016

Abstract

The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed.

vorige artikel Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

volgende artikel Cognitive and Adaptive Skills in Toddlers Who Meet Criteria for Autism in DSM-IV but not DSM-5

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Titel: Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors
Auteurs: Barbara Caplan
Melanie Feldman
Abbey Eisenhower
Jan Blacher
Publicatiedatum: 16-09-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2915-1

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