Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development

Blacher, Jan; Howell, Erica; Lauderdale-Littin, Stacy; Reed, Florence D. DiGennaro; Laugeson, Elizabeth A.

doi:10.1016/j.rasd.2013.12.008

Cited by 64 publications

(51 citation statements)

References 47 publications

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“…Student-teacher relationships are known to be strongly predictive of current and future school success (Hamre & Pianta, 2004). Unfortunately, however, teachers of students with ASD have been found to report significantly poorer relationships with them than has been reported by teachers of students with ID or TD, indicating greater conflict and less closeness (Blacher, Howell, Lauderdale-Littin, DiGennaro Reed, & Laugeson, (2014). As student-teacher conflict is driven primarily by the presence of youth behavior problems (Blacher, Baker, & Eisenhower, 2009), enhanced in-service training for teachers of youth with ASD that is focused on recognizing and responding to disruptive behavior disorders may have the added benefit of better student-teacher relationships, and more likelihood of more successful school outcomes.…”

Section: Discussionmentioning

confidence: 70%

Disruptive Behavior Disorders in Adolescents With ASD: Comparisons to Youth With Intellectual Disability or Typical Cognitive Development

Baker

Blacher

2015

Journal of Mental Health Research in Intellectual Disabilities

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Dual diagnosis of autism spectrum disorder (ASD) and behavior problems and/or mental disorders has become increasingly recognized and studied. Reported rates in samples of mixed-age youth with ASD are often above 70%, making this comorbidity more the rule than the exception. The present study compared rates of disruptive behavior disorder diagnosis in a sample of 13-year-old adolescents with ASD (n = 58), intellectual disability (ID; n = 40), or typical cognitive development (TD; n = 100). In youth without ASD, there was a high negative correlation between IQ and disruptive behavior disorders, assessed with the Child Behavior Checklist (CBCL) and the Diagnostic Interview Schedule for Children (DISC). In youth with ASD, however, the presence of a comorbid disruptive behavior disorder was unrelated to IQ, indicating that higher intelligence was not a protective factor for disruptive behavior disorders (DBDs) in ASD. On four CBCL scales and two DISC scales examined, youth with ASD had significantly higher rates than TD youth, though not generally higher than youth with ID. The most commonly diagnosed comorbid disorder in the early adolescents with ASD was attention-deficit/hyperactivity disorder. This has implications for planning school-based interventions, particularly for

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Section: Discussionmentioning

confidence: 70%

Disruptive Behavior Disorders in Adolescents With ASD: Comparisons to Youth With Intellectual Disability or Typical Cognitive Development

Baker

Blacher

2015

Journal of Mental Health Research in Intellectual Disabilities

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“…In order to examine the relations among social impairments, behavior problems, and STRs, Blacher and colleagues [1] conducted a comparison study of children (M age of 8 years) with ASD (n = 36), intellectual disability (ID; n = 38), and typical development (TD; n = 91). The measure used to assess STRs (Student-Teacher Relationship Scale; [40]) included domains of closeness, conflict, and dependency.…”

Section: Student-teacher Relationships In Early School Yearsmentioning

confidence: 99%

“…While much has been learned about how to educate children with autism spectrum disorder (ASD), and program successes are widely touted, children and youth with ASD are nonetheless at heightened risk for poor academic outcomes, including conflictual relationships with general education teachers [1] and more restrictive classroom placement [2]. Such outcomes are likely due to the presence of substantial social difficulties that are inherent to the ASD diagnosis [3], as well as behavioral difficulties that children with ASD often display [2,4].…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, it has been documented that individuals with ASD have significantly higher behavior problems than those with intellectual disability and those with typical development [5]. These heightened externalizing and internalizing problems evident in ASD, as well as poorer social skills, may also place these young students at risk for poor long-term school adjustment [1,6].…”

Section: Introductionmentioning

confidence: 99%

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Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

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This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

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“…Laerere til barn med autisme kan oppleve spenninger i relasjonen som kan forme deres syn på å gi støtte, noe som igjen påvirker hvordan barna er inkludert . Noen studier tyder på at relasjonen mellom barn med autisme og deres laerere kan preges av mindre naerhet og et høyere konfliktnivå enn det som er rapportert for typisk utviklede barn (Blacher, Howell, Lauderdale-Littin, DiGennaro Reed & Laugeson, 2014;Caplan, Feldman, Eisenhower & Blacher, 2016;Eisenhower, Blacher & Bush, 2015). Faktorer som laererne opplevde som en utfordring for relasjonen var utfordrende atferd og alvorlighetsgraden av autismevansker.…”

Section: Personalets Relasjoner Og Holdninger Til Barnaunclassified

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

Olsen

Croydon

Olson

et al. 2018

International Journal of Inclusive Education

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Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development

Cited by 64 publications

References 47 publications

Disruptive Behavior Disorders in Adolescents With ASD: Comparisons to Youth With Intellectual Disability or Typical Cognitive Development

Disruptive Behavior Disorders in Adolescents With ASD: Comparisons to Youth With Intellectual Disability or Typical Cognitive Development

Autism in the Classroom: Educational Issues across the Lifespan

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

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