کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10317161 | 621844 | 2014 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development
ترجمه فارسی عنوان
اختلال طیف اوتیسم و رابطه معلم دانش آموزان: مطالعه مقایسه ای با همسالان با ناتوانی های فکری و توسعه عمومی
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کلمات کلیدی
روابط دانشجویی دانشجویان، تعارض معلم و نزدیکی،
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب رفتاری
چکیده انگلیسی
This study examined relations among behavior problems, social skills, and student-teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student-teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Autism Spectrum Disorders - Volume 8, Issue 3, March 2014, Pages 324-333
Journal: Research in Autism Spectrum Disorders - Volume 8, Issue 3, March 2014, Pages 324-333
نویسندگان
Jan Blacher, Erica Howell, Stacy Lauderdale-Littin, Florence D. DiGennaro Reed, Elizabeth A. Laugeson,