The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship

Prino, Laura Elvira; Pasta, Tiziana; Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio

doi:10.25115/ejrep.38.15043

Cited by 7 publications

(9 citation statements)

References 23 publications

(27 reference statements)

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“…Two studies were identified that examined the quality of student-teacher relationships in children with ASD. These studies indicated that children with ASD had substantially higher conflict and lower closeness with their teachers than typically developing or intellectually disabled peers[ 22 , 23 ]. Eisenhower et al[ 22 ] examined the relationship between student-teacher relationship quality and externalizing behaviour problems for children with ASD in the first years of school.…”

Section: Resultsmentioning

confidence: 99%

“…Children in their study continued to have poor student-teacher relationships in new classrooms with new teachers, suggesting that the children’s behaviour might be the more significant contributor to the student-teacher relationship. Prino et al[ 23 ] also found that teachers’ relationships with children with ASD were more difficult than those they form with typically developing children, finding teachers reported higher conflict and less closeness with their students with ASD.…”

Section: Resultsmentioning

confidence: 99%

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Transition to school for children with autism spectrum disorder: A systematic review

Marsh

Spagnol

Grove

et al. 2017

WJP

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AIMTo identify factors that promote a positive start to school for children with autism spectrum disorder (ASD).METHODSWeb of Science, MEDLINE, Scopus, and PsychINFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with ASD. Twenty studies were deemed eligible for inclusion. These studies evaluated a range of factors including school readiness, parent and teacher perspectives on transition practices, characteristics of children with ASD that are associated with successful transition to school and the impact of school based intervention programs.RESULTSA review of these studies showed that children with ASD are less school ready emotionally than their peers and those children with ASD appear to have more externalising behaviours and self-regulation difficulties that affect their school engagement and their relationships with their teachers. There was a paucity of research looking at interventions targeting school readiness. However, school-based behavioural interventions appear to improve cognitive, language and daily living skills, but have less impact on socialisation and peer inclusion.CONCLUSIONChildren with ASD face more challenges transitioning to school, particularly with social interaction. Further development and implementation of specific school-based interventions is needed in order to assist children with autism to maximise their success in starting school.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Transition to school for children with autism spectrum disorder: A systematic review

Marsh

Spagnol

Grove

et al. 2017

WJP

View full text Add to dashboard Cite

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“…Other studies have already established some of the difficulties teachers face in establishing close relationships with children affected by autism spectrum disorder, hyperactivity, and learning disabilities Prino et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The literature shows that the quality of the student–teacher relationship is a crucial factor in preschool and school‐age children's development of socioemotional skills (Collins, O'Connor, Supplee, & Shaw, ; Longobardi, Pasta, Gastaldi, & Prino, ), effort and scholastic achievement (Quaglia, Gastaldi, Prino, Pasta, & Longobardi, ; Ruzek et al., ), adaptation to the class, and the integration of foreign students and students with disabilities (Downer, Goble, Myers, & Pianta, ; Pasta, Mendola, Longobardi, Prino, & Gastaldi, ; Prino, Pasta, Gastaldi, & Longobardi, ). The aim of this study is to consider the effects of the quality of the student–teacher relationship in the presence of a child with SM in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The student–teacher relationship quality in children with selective mutism

Longobardi

Badenes‐Ribera

Gastaldi

et al. 2018

Psychology in the Schools

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Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.

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“…The effects of ADHD are not confined to the individual alone, but go beyond and can affect his/her immediate social context, especially the school and family context. In the school setting, the student–teacher relationship was significant in preventing students’ risk of school failure or hyperactive–impulsive behaviors both in typically developed children ( Longobardi et al, 2016a , b ) and ADHD children ( Rogers et al, 2015 ; Prino et al, 2016 ). In the family context, on the other hand, ADHD is commonly associated with elevated levels of parenting stress because the parents’ perceptions of the demands of their role as parents exceed their resources to cope with them.…”

Section: Introductionmentioning

confidence: 99%

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

et al. 2017

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Objective: The demands of parenting are usually associated with some stress, and elevated levels of stress may affect the parent–child relationships and parenting practices. This is especially the case of families where children have special needs conditions or disorders, like Attention Deficit Hyperactivity Disorder (ADHD).Method: This study examined parenting stress among mothers of children and adolescents with ADHD. The sample comprised 126 mothers of girls (36; 29%) and boys (90; 71%) aged 6–17 years old.Results: Mothers reported their own stress levels as well as the children and adolescents’ variables (severity of their ADHD symptoms, conduct, and emotional problems) and family–contextual variables (negative impact on family’s social life, impact on couple relationship, and perceived social support). Hierarchical multiple regression showed that (a) negative impact on social life and conduct problems were the strongest predictors of mother’s stress. Bootstrap mediation analyses revealed that (b) the association between child and adolescent’s ADHD and parenting stress was mediated by children’s conduct problems and by negative impact on family’s social life, and not by children’s emotional problems nor by mother’s perceived social support. The mediation analysis also suggested (c) a pathway from child/adolescent’s ADHD through children’s conduct problems and then through their negative impact on family’s social life to mother’s parenting stress.Conclusion: These results suggest that both child/adolescent’s and family factors should be considered in the designing of interventions for reducing parenting stress in families of children and adolescents with ADHD.

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The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship

Abstract: Introduction. Despite the clear relevance of the Student-teacher relationship, studies have

Cited by 7 publications

References 23 publications

Transition to school for children with autism spectrum disorder: A systematic review

Transition to school for children with autism spectrum disorder: A systematic review

The student–teacher relationship quality in children with selective mutism

Child/Adolescent’s ADHD and Parenting Stress: The Mediating Role of Family Impact and Conduct Problems

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