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

Autor/inn/en	Caplan, Barbara; Feldman, Melanie; Eisenhower, Abbey; Blacher, Jan
Titel	Student-Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors
Quelle	46 (2016), S.3653-3666 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Caplan, Barbara) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s10803-016-2915-1
Schlagwörter	Teacher Student Relationship; Autism; Pervasive Developmental Disorders; Teacher Education; At Risk Students; Student Adjustment; Teacher Characteristics; Student Characteristics; Classroom Environment; Severity (of Disability); Behavior Problems; Prediction; Change; Intervention; Child Behavior; Diagnostic Tests; Observation; Young Children; Intelligence Tests; Cognitive Development; Massachusetts (Boston); California; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Autismus; Lehrerausbildung; Lehrerbildung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Klassenklima; Unterrichtsklima; Schweregrad; Vorhersage; Wandel; Diagnostic test; Diagnostischer Test; Beobachtung; Frühe Kindheit; Intelligence test; Intelligenztest; Kognitive Entwicklung; Kalifornien
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. [This article was published in "Journal of Autism and Developmental Disorders" (EJ1120137).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01