Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

Autor/inn/en	Eisenhower, Abbey S.; Bush, Hillary Hurst; Blacher, Jan
Titel	Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework
Quelle	31 (2015) 3, S.256-296 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2015.1056924
Schlagwörter	Teacher Student Relationship; Student Adjustment; Student Characteristics; Parent Participation; Autism; Pervasive Developmental Disorders; Outcomes of Education; Teacher Characteristics; Cognitive Ability; Intervention; Educational Environment; Correlation; Educational Experience; Interpersonal Competence; Prediction; Language Skills; Communication Skills; Literacy; Behavior Problems; Institutional Characteristics; Social Adjustment; Teaching Experience; Elementary School Students + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elternmitwirkung; Autismus; Lernleistung; Schulerfolg; Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Bildungserfahrung; Interpersonale Kompetenz; Vorhersage; Language skill; Sprachkompetenz; Kommunikationsstil; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Anpassung
Abstract	In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population. [This article was published in "Journal of Applied School Psychology" (EJ1071211).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01