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24-05-2019 | Original Paper

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

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

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2019

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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.
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Metagegevens
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
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04065-2

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