Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Awareness and Knowledge Associated with Autism ...

volgende artikel Atypical Pattern of Frontal EEG Asymmetry for D...

Tip

Swipe om te navigeren naar een ander artikel

24-05-2019 | Original Paper | Uitgave 9/2019

Parenting Behaviors as Predictive of Early Student–Teacher Relationships in ASD

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 9/2019

Auteurs:: Ainsley Losh, Leigh Ann Tipton, Abbey Eisenhower, Jan Blacher

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Student–teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4–7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achenbach, T. M. (2007). Applications of the Achenbach system of empirically based assessment to children, adolescents, and their parents. In S. R. Smith & L. Handler (Eds.), The clinical assessment of children and adolescents: A practitioner’s handbook (pp. 237–344). Hillsdale, NJ: Erlbaum.

Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.

Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: assessed in the strange situation and at home. Hillsdale, N.J.: Lawrence Erlbaum Associates.

Baker, J. K., & Crnic, K. A. (2005). The relation between mothers’ reports of family-of-origin expressiveness and their emotion-related parenting. Parenting, 5(4), 333–346. https://doi.org/10.1207/s15327922par0504_2. CrossRef

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173. CrossRefPubMed

Belsky, J., Crnic, K., & Woodworth, S. (1995). Personality and parenting: exploring the mediating role of transient mood and daily hassles. Journal of Personality, 63(4), 905–929. CrossRefPubMed

Beurkens, N. M., Hobson, J. A., & Hobson, R. P. (2013). Autism severity and qualities of parent–child relations. Journal of Autism and Developmental Disorders, 43(1), 168–178. https://doi.org/10.1007/s10803-012-1562-4. CrossRefPubMed

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79. https://doi.org/10.1016/S0022-4405(96)00029-5. CrossRef

Blacher, J., Baker, B. L., & Kaladjian, A. (2013). Syndrome specificity and mother–child interactions: Examining positive and negative parenting across contexts and time. Journal of Autism and Developmental Disorders, 43(4), 761–774. https://doi.org/10.1007/s10803-012-1605-x. CrossRefPubMedPubMedCentral

Blacher, J., Howell, E., Lauderdale-Littin, S., DiGennaro Reed, F. D., & Laugeson, E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders, 8(3), 324–333. https://doi.org/10.1016/j.rasd.2013.12.008. CrossRef

Calkins, S., Smith, C., Gill, K., & Johnson, M. (1998). Maternal interactive style across contexts: Relations to emotional, behavioral and physiological regulation during toddlerhood. Social Development, 7(3), 350–369. https://doi.org/10.1111/1467-9507.00072. CrossRef

Caplan, B., Feldman, M., Eisenhower, A., & Blacher, J. (2016). Student-teacher relationships for young children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders, 46(12), 3653–3666. https://doi.org/10.1007/s10803-016-2915-1. CrossRefPubMed

Carrow-Woolfolk, E. (1999). CASL: Comprehensive Assessment of Spoken Language. Circle Pines, MN: American Guidance Services.

Clincy, A., & Mills-Koonce, W. (2013). Trajectories of intrusive parenting during infancy and toddlerhood as predictors of rural, low-income African American boys’ school-related outcomes. The American Journal of Orthopsychiatry, 83(2 0 3), 194–206. https://doi.org/10.1111/ajop.12028. CrossRefPubMedPubMedCentral

Constantino, J. (2002). The social responsiveness scale. Los Angeles: Western Psychological Services.

Constantino, J., Davis, S., Todd, R., Schindler, M., Gross, M., Brophy, S., et al. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview—revised. Journal of Autism and Developmental Disorders, 33(4), 427–433. CrossRefPubMed

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958. CrossRefPubMed

Doussard-Roosevelt, J., Joe, C., Bazhenova, O., & Porges, S. (2003). Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychopathology, 15(2), 277–295. https://doi.org/10.1017/S0954579403000154. CrossRefPubMed

Egeland, B., & Farber, E. (1984). Infant-mother attachment: Factors related to its development and changes over time. Child Development, 55(3), 753–771. https://doi.org/10.2307/1130127. CrossRefPubMed

Egeland, B., Pianta, R., & O’Brien, M. (1993). Maternal intrusiveness in infancy and child maladaptation in early school years. Development and Psychopathology, 5(3), 359–370. https://doi.org/10.1017/S0954579400004466. CrossRef

Eisenhower, A. S., Baker, B. L., & Blacher, J. (2005). Preschool children with intellectual disability: Syndrome specificity, behaviour problems, and maternal well-being. Journal of Intellectual Disability Research : JIDR, 49(9), 657–671. https://doi.org/10.1111/j.1365-2788.2005.00699.x. CrossRefPubMed

Eisenhower, A. S., Baker, B. L., & Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45, 363–382. https://doi.org/10.1016/j.jsp.2006.10.002. CrossRefPubMedPubMedCentral

Eisenhower, A. S., Blacher, J., & Bush, H. H. (2015). Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD. Research in Autism Spectrum Disorders, 9, 163–173. https://doi.org/10.1016/j.rasd.2014.09.007. CrossRef

Elliott, S. N., & Gresham, F. M. (2013). Social skills improvement system. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 2933–2935). New York: Springer. https://doi.org/10.1007/978-1-4419-1698-3_509. CrossRef

Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X.-H., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism, 13(4), 375–387. https://doi.org/10.1177/1362361309105658. CrossRefPubMed

Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., et al. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of Autism and Developmental Disorders, 44(2), 353–365. https://doi.org/10.1007/s10803-013-1874-z. CrossRefPubMedPubMedCentral

Fenning, R., Baker, J., Baker, B., & Crnic, K. (2007). Parenting children with borderline intellectual functioning: A unique risk population. American Journal of Mental Retardation, 112(2), 107–121. https://doi.org/10.1352/0895-8017(2007)112%5b107:PCWBIF%5d2.0.CO;2. CrossRefPubMed

Garbacz, L. L., Zychinski, K. E., Feuer, R. M., Carter, J. S., & Budd, K. S. (2014). Effects of teacher-child interaction training (TCIT) on teacher ratings of behavior change. Psychology in the Schools, 51(8), 850–865. CrossRef

Goldberg, S., Lojkasek, M., Gartner, G., & Corter, C. (1989). Maternal responsiveness and social development in preterm infants. New Directions for Child and Adolescent Development, 1989(43), 89–103. https://doi.org/10.1002/cd.23219894309. CrossRef

Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system rating scales manual. Minneapolis: NCS Pearson.

Gulsrud, A. C., Jahromi, L. B., & Kasari, C. (2010). The co-regulation of emotions between mothers and their children with autism. Journal of Autism and Developmental Disorders, 40(2), 227–237. https://doi.org/10.1007/s10803-009-0861-x. CrossRefPubMed

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. CrossRefPubMed

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD, US: Paul H Brookes Publishing.

Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360. CrossRef

Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling [White paper]. http://www.afhayes.com/public/process2012.pdf

Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112(1), 38–60. https://doi.org/10.1086/660686. CrossRefPubMedPubMedCentral

IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.

Ispa, J. M., Fine, M. A., Halgunseth, L. C., Harper, S., Robinson, J., Boyce, L., et al. (2004). Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: Variations across low-income ethnic and acculturation groups. Child Development, 75(6), 1613–1631. CrossRefPubMed

Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development (Oxford, England), 18(4), 915–945. https://doi.org/10.1111/j.1467-9507.2008.00508.x. CrossRef

Kahen, V., Katz, L. F., & Gottman, J. M. (1994). Linkages between parent—child interaction and conversations of friends. Social Development, 3(3), 238–254. https://doi.org/10.1111/j.1467-9507.1994.tb00043.x. CrossRef

Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423–446. https://doi.org/10.1207/s15566935eed1104_4. CrossRef

Kasari, C., Sigman, M., Mundy, P., & Yirmiya, N. (1988). Caregiver interactions with autistic children. Journal of Abnormal Child Psychology, 16(1), 45–56. https://doi.org/10.1007/BF00910499. CrossRefPubMed

Kochanska, G., Forman, D. R., & Coy, K. C. (1999). Implications of the mother-child relationship in infancy for socialization in the second year of life. Infant Behavior and Development, 22(2), 249–265. https://doi.org/10.1016/S0163-6383(99)00009-0. CrossRef

Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24(3), 174–185. https://doi.org/10.2511/rpsd.24.3.174. CrossRef

Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17(2), 187–200. https://doi.org/10.1007/BF01495055. CrossRefPubMed

Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1998). The relation of change in maternal interactive styles to the developing social competence of full-term and preterm children. Child Development, 69(1), 105–123. https://doi.org/10.1111/j.1467-8624.1998.tb06137.x. CrossRefPubMed

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627–642. https://doi.org/10.1037/0012-1649.42.4.627. CrossRefPubMed

Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50(3), 172–183. https://doi.org/10.1111/j.1365-2788.2005.00732.x. CrossRefPubMed

Lemanek, K. L., Stone, W. L., & Fishel, P. T. (1993). Parent-child interactions in handicapped preschoolers: The relation between parent behaviors and compliance. Journal of Clinical Child Psychology, 22(1), 68–77. https://doi.org/10.1207/s15374424jccp2201_7. CrossRef

LoBello, S. G. (1991). A short form of the Wechsler preschool and primary scale of intelligence—revised. Journal of School Psychology, 29(3), 229–236. https://doi.org/10.1016/0022-4405(91)90004-B. CrossRef

Longobardi, C., Prino, L. E., Pasta, T., Gastaldi, G. M., & Quaglia, R. (2012). Measuring the quality of teacher-child interaction in autistic disorder. European Journal of Investigation in Health, Psychology and Education, 2(3), 103–114. CrossRef

Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule–2nd edition (ADOS-2). Los Angeles, CA: Western Psychological Corporation.

Masse, J. J., McNeil, C. B., Wagner, S., & Quetsch, L. B. (2016). Examining the efficacy of parent–child interaction therapy with children on the autism spectrum. Journal of Child and Family Studies, 25(8), 2508–2525. https://doi.org/10.1007/s10826-016-0424-7. CrossRef

Meirsschaut, M., Warreyn, P., & Roeyers, H. (2011). What is the impact of autism on mother-child interactions within families with a child with autism spectrum disorder? Autism Research: Official Journal of the International Society for Autism Research, 4(5), 358–367. https://doi.org/10.1002/aur.217. CrossRef

Pettit, G. S., Harrist, A. W., Bates, J. E., & Dodge, K. A. (1991). Family interaction, social cognition and children’s subsequent relations with peers at kindergarten. Journal of Social and Personal Relationships, 8(3), 383–402. https://doi.org/10.1177/0265407591083005. CrossRef

Pianta, R. C. (2001). Student–Teacher Relationship Scale. Charlottesville, VA: University of Virginia.

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365–397. https://doi.org/10.3102/0002831207308230. CrossRef

Pianta, R. C., la Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102(3), 225–238. CrossRef

Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12(3), 263–280. https://doi.org/10.1016/S0885-2006(97)90003-X. CrossRef

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7(2), 295–312. https://doi.org/10.1017/S0954579400006519. CrossRef

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.

Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123–130. CrossRefPubMed

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793. CrossRef

Sattler, J. M. (2008). Assessment of children: Cognitive foundations. La Mesa, CA: Jerome M. Sattler, Publisher.

Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008). The effectiveness of parent-child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38(9), 1767–1776. https://doi.org/10.1007/s10803-008-0567-5. CrossRefPubMedPubMedCentral

Warren, S. F., & Brady, N. C. (2007). The role of maternal responsivity in the development of children with intellectual disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 330–338. https://doi.org/10.1002/mrdd.20177. CrossRefPubMed

Wechsler, D. (2002). Wechsler preschool and primary scale of intelligence – third edition (WPPSI-III). San Antonio, TX: The Psychological Corporation.

Wu, J.-Y., Hughes, J. N., & Kwok, O.-M. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357–387. https://doi.org/10.1016/j.jsp.2010.06.004. CrossRefPubMedPubMedCentral

Zeedyk, S. M., Cohen, S. R., Eisenhower, A., & Blacher, J. (2016). Perceived social competence and loneliness among young children with ASD: Child, parent and teacher reports. Journal of Autism and Developmental Disorders, 46(2), 436–449. https://doi.org/10.1007/s10803-015-2575-6. CrossRefPubMed

Titel: Parenting Behaviors as Predictive of Early Student–Teacher Relationships in ASD
Auteurs:: Ainsley Losh
Leigh Ann Tipton
Abbey Eisenhower
Jan Blacher
Publicatiedatum: 24-05-2019
DOI: https://doi.org/10.1007/s10803-019-04065-2
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 9/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Publisher's Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 9/2019

Interventions for Increasing Acceptance of New Foods Among Children and Adults with Developmental Disorders: A Systematic Review

The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism

Sexuality in the Autism Spectrum Study (SASS): Reports from Young Adults and Parents

Family Accommodation in Autism Spectrum Disorder

Effectiveness of Parent Education in Pivotal Response Treatment on Pivotal and Collateral Responses

Use of GFCF Diets in Children with ASD. An Investigation into Parents’ Beliefs Using the Theory of Planned Behaviour