Longitudinal associations between externalizing problems and student-teacher relationship quality for young children with ASD
Longitudinal associations between externalizing problems and student-teacher relationship quality for young children with ASD
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DOI：
10.1016/j.rasd.2014.09.007
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发表时间：
2015-01-01
影响因子：
2.5
通讯作者：
Bush, Hillary Hurst
中科院分区：
文献类型：
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作者：
Eisenhower, Abbey S.;Blacher, Jan;Bush, Hillary Hurst
在166名ASD儿童（82%为男孩，年龄4-7岁）中，在1.5年的时间里，通过三次评估检查了学生-教师关系（STR）质量与学校外化行为问题之间的关联;样本中的智商范围为50至139（M = 88.7）。与其他非ASD人群不同，STR质量和外化问题之间的关联不是交易性的;相反，交叉滞后面板分析支持儿童驱动的途径，即早期教师报告的行为问题导致关系质量随着时间的推移而变差。较高的外化问题预测增加学生与教师的冲突从秋季到春季的同一学年，并预测增加学生与教师的冲突，并在随后的学年减少学生与教师的亲密度。儿童行为问题似乎推动了儿童与教师关系的变化，这些教师在多个教师和课堂环境中跟随他们。早期师生关系质量与随后的外化问题之间的关联并不受认知能力或智力残疾状况的影响。研究结果表明，针对早期破坏性行为问题的干预措施可能会随着时间的推移间接改善儿童的学校关系。(C)2014爱思唯尔有限公司版权所有。
The associations between student-teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4-7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student-teacher conflict from fall to spring of the same school year and predicted increased student-teacher conflict and decreased student-teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student-teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time. (C) 2014 Elsevier Ltd. All rights reserved.