Implications of teaching strategies for the student--teacher relationship in young children with ASD

2013 ◽  
Author(s):  
Barbara Caplan ◽  
Lauren Berkovits ◽  
Jan Blacher ◽  
Abbey Eisenhower
Keyword(s):  
Young Children ◽  
Student Teacher ◽  
Teaching Strategies ◽  
Student Teacher Relationship ◽  
Children With Asd

The Roles of Stress and Support on Student-Teacher Relationships in Educators of Children with ASD

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Kyle Rawn ◽  
Sarah Lang
Keyword(s):  
Social Support ◽  
Young Children ◽  
Student Teacher ◽  
Autism Spectrum ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teacher Relationships ◽  
Children With Asd ◽  
Student Teacher Relationships

The current study examined the associations of teachers' stress with the quality of their relationships with young children with Autism Spectrum Disorder (ASD), and if teachers' organizational and social support were also associated with aspects of these relationships. A sample of educators (N=42) of children with ASD were examined utilizing a cross-sectional survey that assessed stress, closeness (i.e., warmth and support) and conflict (i.e., tension and negative affect) in student-teacher relationships, and varying support systems. All participants worked in either a specialized institute or a specialized classroom predominantly serving young children with ASD. Regression revealed that higher stress, controlling for education level, was associated with higher conflict in student-teacher relationships but was not related to closeness. Controlling for stress and education, social support was positively associated with closeness. Implications for policy and practice are discussed.

scholarly journals Evaluating the Student–Teacher Relationship Scale in Italian Young Children: An Exploratory Structural Equation Modeling Approach

2016 ◽  
Vol 36 (3) ◽  
pp. 284-290 ◽  
Author(s):  
Stefania Sette ◽  
Antonio Zuffianò ◽  
Fabio Lucidi ◽  
Fiorenzo Laghi ◽  
Antonia Lonigro ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Young Children ◽  
Student Teacher ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Equation Modeling ◽  
Exploratory Structural Equation Modeling ◽  
Student Teacher Relationship ◽  
Child Relationship ◽  
Italian Children

The study analyzed the factorial and concurrent validity of the Student–Teacher Relationship Scale (STRS) using an exploratory structural equation modeling (ESEM) approach. Participants were 368 Italian children aged 3 to 6 ( M = 4.60, SD = 0.98). The three-factor ESEM solution fit the data better than the classical confirmatory factor analysis (CFA) model and the measurement invariance of the scale was confirmed across sex and age (3-4 vs. 5-6 years) groups. The concurrent validity of the STRS was investigated within the ESEM approach using children’s social behaviors as validity criteria. Findings supported the goodness of ESEM over CFA and attested to the validity of the STRS to understanding the teacher–child relationship quality in young children.

scholarly journals Student-teacher relationship trajectories and mental health problems in young children

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Lauren R Miller-Lewis ◽  
Alyssa CP Sawyer ◽  
Amelia K Searle ◽  
Murthy N Mittinty ◽  
Michael G Sawyer ◽  
...  
Keyword(s):  
Mental Health ◽  
Young Children ◽  
Student Teacher ◽  
Mental Health Problems ◽  
Health Problems ◽  
Student Teacher Relationship

scholarly journals Development of Positive Attitudes of Class V towards Learning Science

2019 ◽  
pp. 1-15
Author(s):  
Dorji Tenzin ◽  
Lham Tshering ◽  
Sangay Wangdi ◽  
Jamyang Choden
Keyword(s):  
Student Teacher ◽  
Teaching Strategies ◽  
Classroom Environment ◽  
Mixed Method ◽  
Science Learning ◽  
Class V ◽  
School Location ◽  
Student Teacher Relationship ◽  
Positive Attitudes ◽  
Attitudes Towards Science

Attitude of children towards science gained attractiveness among the researchers, mainly to influence students’ science learning, their achievements and participation in science class. Therefore, this study using mixed method examined the effects of parents or guardians involvement on attitude of students towards science, gender, teaching strategies, past achievement and student-teacher relationship and little on classroom environment and school location. A total of 18 students completed a questionnaire developed to examine the factors involving on attitudes of students to science. To further increase the authenticity of the quantitative findings, 11 students through judgmental selection took part in interview. The teaching strategies executed, past achievements, career choices and student-teacher relationship were positively correlated with attitude of students towards science. The study suggests that students attitude towards science can be improved by focusing on aforementioned reasons. Moreover, attitudes towards science higher classes can be improved by offering science only to interested, depending on the performance in previous grades.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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