The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students With and Without High-Incidence Disabilities

Toste, Jessica R.; Bloom, Elana L.; Heath, Nancy L.

doi:10.1177/0022466912458156

Cited by 13 publications

(19 citation statements)

References 42 publications

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“…For example, it has been found that children with severe emotional disturbances experience less affiliation and more dissatisfaction with teachers (Murray and Greenberg 2001), and encounter more negative and less positive peer interactions at school (Little and Kobak 2003) than children without disabilities. Likewise, children with behavior disorders collaborate less with their teachers (Toste et al 2012) and children with ADHD and behavior problems experience more peer rejection (Hinshaw and Melnick 1995) than children without disabilities. Similarly, social difficulties such as bullying and having less social support are also found among children with autism (Humphrey and Symes 2010;Russel et al 2012).…”

Section: Advancing Current Knowledge: Some Conceptual and Methodologimentioning

confidence: 99%

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Breeman

Lier

Wubbels

et al. 2014

J Abnorm Child Psychol

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In mainstream education, positive relationships with teachers and peers have been found to positively influence children's behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream education cannot be generalized to special education. The present study investigated the developmental links between disobedience and positive as well as negative relationships with teachers and peers among boys in restrictive special educational settings. At three assessment waves across one school year, teacher-reports of teacher-child closeness and conflict, and peer-reports of peer acceptance, rejection and disobedience were collected among 340 boys (mean age=10.1 years, SD=1.58, range=5-13) with psychiatric disorders receiving special education. Autoregressive cross-lagged models were fitted to explore the nature of these developmental links. The impact of boys' age was examined using multiple group analyses. Findings supported the importance of teacher-child conflict, but not closeness, and positive and negative peer relationships for the development of boys' disobedience, with a stronger effect of negative than positive relationships. However, teacher-child and peer relationships were not longitudinally related and the effect of boys' age was minimal. This study extends prior research by suggesting that, despite differences in educational setting and severity of behavior problems between children in mainstream and special education, reducing negative classroom interactional patterns is most important in preventing the development of problematic classroom behavior in boys with severe social-emotional and behavioral difficulties.

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Section: Advancing Current Knowledge: Some Conceptual and Methodologimentioning

confidence: 99%

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Breeman

Lier

Wubbels

et al. 2014

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…Children with EBD develop more dissatisfaction in their teacherchild relationships (Murray & Greenberg, 2001), collaborate less with their teachers (Toste, Bloom, & Heath, 2014), and encounter more peer victimization (Little & Kobak, 2003) than children without EBD and these negative social experiences may in turn lead to poor classroom adjustment (Sabol & Pianta, 2012). These findings are especially important because children with EBD not only experience more negative interactions, they may also, in line with Belsky's (1997) differential susceptibility hypothesis, be more susceptible to positive and negative social interactions.…”

Section: Advancing Research On Classroom Processesmentioning

confidence: 98%

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

Breeman

Wubbels

Lier

et al. 2015

Journal of School Psychology

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“…Wiener and Daniels (2016) investigated how adolescents with ADHD experience their schooling, broadly using grounded theory as a theoretical framework. Rogers et al (2015) investigated how ADHD symptomatology affects the STR, using the classroom working alliance model (Toste, Bloom, and Heath 2014), which is based on Bordin's therapeutic alliance theory.…”

Section: Theoretical Framework Used In the Articlesmentioning

confidence: 99%

ADHD symptoms and the teacher–student relationship: a systematic literature review

Ewe

2019

Emotional and Behavioural Difficulties

106

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This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers' perceptions. Thus, teachers experience less emotional closeness, less cooperation and more conflicts in their relations with their students with ADHD than with other students. Teachers' rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.

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The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students With and Without High-Incidence Disabilities

Cited by 13 publications

References 42 publications

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

ADHD symptoms and the teacher–student relationship: a systematic literature review

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