Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD

Eisenhower, Abbey; Blacher, Jan; Bush, Hillary H.

doi:10.1016/j.rasd.2014.09.007

Cited by 36 publications

(33 citation statements)

References 48 publications

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“…Student-teacher conflict of students with SEBD in special schools decreased over time, while previous research has indicated that student-teacher relationships are highly stable over time (e.g., Eisenhower et al, 2015;McGrath & Van Bergen, 2015), which indeed was found for typically developing students and students with SEBD in regular schools. The results were stable from a sensitivity analysis, pointing at a promising result for students with SEBD special schools: these students with SEBD seem to develop a more positive student-teacher relationship over time.…”

Section: Discussionmentioning

confidence: 71%

Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

Zweers

Schoot

Tick

et al. 2020

International Journal of Behavioral Development

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The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.

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Section: Discussionmentioning

confidence: 71%

Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

Zweers

Schoot

Tick

et al. 2020

International Journal of Behavioral Development

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“…The transition to early schooling is a crucial milestone for all children, one that can be particularly challenging for young children with ASD. The quality of the student-teacher relationship (STR) is seen as crucial to successful academic outcomes [32,33] and a strong predictor of long-term behaviors [34][35][36]. For example, close, supportive relationships with teachers are associated with stronger social skills [37] and higher peer acceptance [38] in typically developing young children.…”

Section: Student-teacher Relationships In Early School Yearsmentioning

confidence: 99%

“…For example, close, supportive relationships with teachers are associated with stronger social skills [37] and higher peer acceptance [38] in typically developing young children. However, on average, children with ASD experience poor relationships with their teachers as evidence by low closeness and high conflict [35,39].…”

Section: Student-teacher Relationships In Early School Yearsmentioning

confidence: 99%

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

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This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

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“…Laerere til barn med autisme kan oppleve spenninger i relasjonen som kan forme deres syn på å gi støtte, noe som igjen påvirker hvordan barna er inkludert . Noen studier tyder på at relasjonen mellom barn med autisme og deres laerere kan preges av mindre naerhet og et høyere konfliktnivå enn det som er rapportert for typisk utviklede barn (Blacher, Howell, Lauderdale-Littin, DiGennaro Reed & Laugeson, 2014;Caplan, Feldman, Eisenhower & Blacher, 2016;Eisenhower, Blacher & Bush, 2015). Faktorer som laererne opplevde som en utfordring for relasjonen var utfordrende atferd og alvorlighetsgraden av autismevansker.…”

Section: Personalets Relasjoner Og Holdninger Til Barnaunclassified

“…Synet kan begrense personalets praksiser, fordi stereotype forestillinger om barnet kan få betydning for deres handlinger og samspill med barnet; dermed får de betydning for hvordan barnet inkluderes og laerer (Petersen, 2009). Tidligere forskning på relasjonen mellom laerere og barn med autisme har vist at spenningene personalet opplever i samspillet med barnet er med på å forme deres oppfatninger , og utfordrer deres relasjon til barnet (Blacher et al, 2014;Caplan et al, 2016;Eisenhower et al, 2015), noe som igjen kan føre til at de forklarer utfordringene med egenskaper hos barnet Fisker, 2010). I denne studien finner jeg imidlertid at det også kan vaere andre forklaringer på personalets beskrivelser av barnet, og det vil jeg se naermere på nå.…”

Section: Praksisarkitekturene I En Relasjonell Praksisunclassified

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

Olsen

Croydon

Olson

et al. 2018

International Journal of Inclusive Education

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Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD

Cited by 36 publications

References 48 publications

Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

Autism in the Classroom: Educational Issues across the Lifespan

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

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