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ERIC Number: EJ1223544
Record Type: Journal
Publication Date: 2019-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3257
Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD
Losh, Ainsley; Tipton, Leigh Ann; Eisenhower, Abbey; Blacher, Jan
Journal of Autism and Developmental Disorders, v49 n9 p3582-3591 Sep 2019
Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110086