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	In: Journal of Applied School Psychology, 31 (2015) 3, S.256-296 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2015.1056924
Schlagwörter	Teacher Student Relationship; Autism; Pervasive Developmental Disorders; Student Adjustment; Young Children; Early Childhood Education; Preschool Education; Kindergarten; Grade 1; Student Behavior; Social Behavior; Interpersonal Competence; Literature Reviews; Symptoms (Individual Disorders); Communication Strategies; Student Characteristics; Behavior Problems; Age Differences; Predictor Variables; Teacher Characteristics; Teaching Methods; Classroom Techniques; Teaching Experience; Teacher Education; Classroom Environment; Emergent Literacy; At Risk Students; Cognitive Development; School Personnel; Student Placement; Parent School Relationship + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Autismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Student behaviour; Schülerverhalten; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Psychiatrische Symptomatik; Kommunikationsstrategie; Age; Difference; Age difference; Altersunterschied; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lehrerausbildung; Lehrerbildung; Klassenklima; Unterrichtsklima; Frühleseunterricht; Kognitive Entwicklung; Schulpersonal; Schülerpraktikum; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01