Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'Student–teacher relationships'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors Type de document : Texte imprimé et/ou numérique Auteurs : Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3653-3666 Langues : Anglais (eng) Mots-clés : Autism Student–teacher relationships Behavior problems Psychopathology Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666[article] Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors [Texte imprimé et/ou numérique] / Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3653-3666.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666
Mots-clés : Autism Student–teacher relationships Behavior problems Psychopathology Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development / Jan BLACHER in Research in Autism Spectrum Disorders, 8-3 (March 2014)
[article]
Titre : Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.324-333 Langues : Anglais (eng) Mots-clés : Student–teacher relationships Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333[article] Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.324-333.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333
Mots-clés : Student–teacher relationships Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports / Sasha M. ZEEDYK in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports Type de document : Texte imprimé et/ou numérique Auteurs : Sasha M. ZEEDYK, Auteur ; Shana R. COHEN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Année de publication : 2016 Article en page(s) : p.436-449 Langues : Anglais (eng) Mots-clés : Loneliness Social competence Child self-report Multi-informant Student–teacher relationships Index. décimale : PER Périodiques Résumé : Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4–7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250–365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student–teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2575-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.436-449[article] Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports [Texte imprimé et/ou numérique] / Sasha M. ZEEDYK, Auteur ; Shana R. COHEN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - 2016 . - p.436-449.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.436-449
Mots-clés : Loneliness Social competence Child self-report Multi-informant Student–teacher relationships Index. décimale : PER Périodiques Résumé : Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4–7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250–365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student–teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2575-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280