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ERIC Number: EJ1071211
Record Type: Journal
Publication Date: 2015
Pages: 41
Abstractor: As Provided
ISSN: ISSN-1537-7903
Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework
Eisenhower, Abbey S.; Bush, Hillary Hurst; Blacher, Jan
Journal of Applied School Psychology, v31 n3 p256-296 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education; Preschool Education; Kindergarten; Primary Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110086