Articlegreen2009

Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development

67 citations0/0 files storedAmerican Journal on Intellectual and Developmental Disabilities

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Behavioral and Psychological Studies Early Childhood Education and Development Educational Environments and Student Outcomes

Abstract

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student-teacher relationships predicted subsequent changes in child behavior problems and social skills. Student-teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 1991Manual for the Teacher's Report Form and 1991 Profile 1990Social Skills Rating System 1997The teacher-child relationship and children's early school adjustment 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?2012Stanford-Binet Intelligence Scale 2000Handbook of Early Childhood Intervention

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2015Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?2013Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up 2013Mothers of children with developmental disabilities: Stress in early and middle childhood 2019Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t)2017Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders

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