Early Student-Teacher Relationships and Autism: Student Perspectives and Teacher Concordance

Autor/inn/en	Losh, Ainsley; Bolourian, Yasamin; Rodriguez, Geovanna; Eisenhower, Abbey; Blacher, Jan
Titel	Early Student-Teacher Relationships and Autism: Student Perspectives and Teacher Concordance
Quelle	79 (2022), Artikel 101394 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Student Relationship; Autism; Pervasive Developmental Disorders; Elementary School Students; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Primary Education; Check Lists; Child Behavior; Cognitive Development; Intelligence Tests; Young Children; Diagnostic Tests; Observation; Massachusetts (Boston); California; Social Skills Improvement System Rating Scales; Child Behavior Checklist; Wechsler Preschool and Primary Scale of Intelligence; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Autismus; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Primarbereich; Checkliste; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Diagnostic test; Diagnostischer Test; Beobachtung; Kalifornien
Abstract	Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a sample of young autistic students (N = 136; 5-9 years). Although a majority of students responded affirmatively to items reflecting positive perceptions of STRs (e.g., 80.7% reported liking their teacher, 75.0% reported being liked by their teacher), results also revealed that some students perceived negative STR experiences (e.g., 14.7% reported that they get angry with their teacher, 17.6% reported that they get in trouble a lot). Student and teachers' scores were not significantly correlated, suggesting that students and teachers may have unique perspectives on specific aspects of their relationship. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01