ERIC Number: EJ858356
Record Type: Journal
Publication Date: 2009-Sep
Abstractor: As Provided
Reference Count: 0
Student-Teacher Relationship Stability across Early School Years for Children with Intellectual Disability or Typical Development
Blacher, Jan; Baker, Bruce L.; Eisenhower, Abbey S.
American Journal on Intellectual and Developmental Disabilities, v114 n5 p322-339 Sep 2009
Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student-teacher relationships predicted subsequent changes in child behavior problems and social skills. Student-teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.
Descriptors: Behavior Problems, Mental Retardation, Special Classes, Child Behavior, Cognitive Development, Teacher Student Relationship, Child Development, Comparative Analysis, Young Children, Mainstreaming
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A