Student-Teacher Relationships and Early School Adaptation of Children with ASD : A Conceptual Framework / Abbey S. Eisenhower, Hillary Hurst Bush and Jan Blacher.
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 sugge...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Authors: | , , |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2015.
|
| Subjects: |
MARC
| LEADER | 00000nam a22000002u 4500 | ||
|---|---|---|---|
| 001 | b11019664 | ||
| 003 | CoU | ||
| 006 | m o d f | ||
| 007 | cr ||||||||||| | ||
| 008 | 150101s2015 xx |||| o ||| ||eng d | ||
| 005 | 20230818004443.3 | ||
| 035 | |a (ERIC)ed598675 | ||
| 035 | |a (MvI) 1E000000577641 | ||
| 040 | |a ericd |b eng |c MvI |d MvI | ||
| 099 | |a ED598675 | ||
| 100 | 1 | |a Eisenhower, Abbey S. | |
| 245 | 1 | 0 | |a Student-Teacher Relationships and Early School Adaptation of Children with ASD : |b A Conceptual Framework / |c Abbey S. Eisenhower, Hillary Hurst Bush and Jan Blacher. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2015. | |
| 300 | |a 1 online resource (42 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Contract Number: R324A110086. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Journal Articles) | ||
| 516 | |a Text (Reports, Research) | ||
| 516 | |a Text (Information Analyses) | ||
| 520 | |a 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).] | ||
| 524 | |a Grantee Submission, Journal of Applied School Psychology v31 n3 p256-296 2015. |2 ericd. | ||
| 650 | 0 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Student Adjustment. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 0 | 7 | |a Autism. |2 ericd. |
| 650 | 0 | 7 | |a Pervasive Developmental Disorders. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 0 | 7 | |a Intervention. |2 ericd. |
| 650 | 0 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 0 | 7 | |a Correlation. |2 ericd. |
| 650 | 0 | 7 | |a Educational Experience. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 0 | 7 | |a Prediction. |2 ericd. |
| 650 | 0 | 7 | |a Language Skills. |2 ericd. |
| 650 | 0 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 0 | 7 | |a Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Problems. |2 ericd. |
| 650 | 0 | 7 | |a Institutional Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Social Adjustment. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Experience. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Students. |2 ericd. |
| 700 | 1 | |a Bush, Hillary Hurst, |e author. | |
| 700 | 1 | |a Blacher, Jan, |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED598675.pdf |z Full Text (via ERIC) |
| 907 | |a .b110196648 |b 05-21-20 |c 05-21-20 | ||
| 998 | |a web |b 05-21-20 |c f |d m |e - |f eng |g xx |h 0 |i 0 | ||
| 956 | |a ERIC | ||
| 999 | f | f | |i 48827434-46a4-52eb-9ba4-d897cc542901 |s 9155638c-f942-5435-9719-95f212d7a740 |