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Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / A. LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
[article]
Titre : Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD Type de document : Texte imprimé et/ou numérique Auteurs : A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3582-3591 Langues : Anglais (eng) Mots-clés : Asd Autism Parent behaviors Parent-child interaction Student-teacher relationships Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591[article] Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD [Texte imprimé et/ou numérique] / A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3582-3591.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591
Mots-clés : Asd Autism Parent behaviors Parent-child interaction Student-teacher relationships Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)
[article]
Titre : Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.102225 Langues : Anglais (eng) Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225[article] Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Jan BLACHER, Auteur . - p.102225.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225
Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 102027 Langues : Anglais (eng) Mots-clés : Autism ASD Academic engagement Behavioral engagement Student-teacher relationships Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (Î2=.26, p<.01) BE outcomes persisted into the following school year (Î2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102027[article] Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - 102027.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102027
Mots-clés : Autism ASD Academic engagement Behavioral engagement Student-teacher relationships Elementary Index. décimale : PER Périodiques Résumé : Background Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement. Methods The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE. Results Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (Î2=.26, p<.01) BE outcomes persisted into the following school year (Î2=.45, p<.001). Conclusions Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling. En ligne : https://doi.org/10.1016/j.rasd.2022.102027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490