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Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development
16 references·5 citing·39 second hop
Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development (2009)Student–Teacher Relationship Stability Ac…Diagnostic and Statistical Manual of Mental Disorders (2013)Diagnostic and Statistical Ma…Stanford-Binet Intelligence Scale (2012)Stanford-Binet Intelligence S…Contributions of teacher–child relationships to positive school adjustment during elementary school (2006)Contributions of teacher–chil…Vineland Adaptive Behavior Scales, Second Edition (2005)Vineland Adaptive Behavior Sc…The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders (2005)The impact of behaviour probl…Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005)Features of Pre-Kindergarten …Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005)Can Instructional and Emotion…Teacher-Child Relationships and Children's Success in the First Years of School (2004)Teacher-Child Relationships a…Pre‐school children with and without developmental delay: behaviour problems and parenting stress over time (2003)Pre‐school children with and …Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…Handbook of Early Childhood Intervention (2000)Handbook of Early Childhood I…Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence? 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this work references cited by second hop

References

  • 2013Diagnostic and Statistical Manual of Mental Disorders109,992 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 1991Manual for the Teacher's Report Form and 1991 Profile2,016 cited
  • 1990Social Skills Rating System1,994 cited
  • 1997The teacher-child relationship and children's early school adjustment1,815 cited
  • 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,714 cited
  • 2012Stanford-Binet Intelligence Scale1,664 cited
  • 2000Handbook of Early Childhood Intervention1,381 cited
  • 2005The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders1,162 cited
  • 1999Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?1,136 cited
  • 2004Teacher-Child Relationships and Children's Success in the First Years of School1,045 cited
  • 2005Vineland Adaptive Behavior Scales, Second Edition980 cited
  • 2003Pre‐school children with and without developmental delay: behaviour problems and parenting stress over time930 cited
  • 2005Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

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899 cited
  • 1995The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment855 cited
  • 2006Contributions of teacher–child relationships to positive school adjustment during elementary school844 cited
  • Cited by

    • 2015Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?73 cited
    • 2013Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up65 cited
    • 2013Mothers of children with developmental disabilities: Stress in early and middle childhood59 cited
    • 2019Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t)49 cited
    • 2017Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders31 cited