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Download full textBlacher, Jan; Howell, Erica; Lauderdale-Littin, Stacy; DiGennaro Reed, Florence D.; Laugeson, Elizabeth A. – Grantee Submission, 2014
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…
Descriptors: Pervasive Developmental Disorders, Autism, Comparative Analysis, Intellectual Disability
Demirkaya, Pervin Naile; Bakkaloglu, Hatice – Educational Sciences: Theory and Practice, 2015
The purpose of this study is to comparatively examine the student-teacher relationships of preschool children with and without special needs (SN) and to identify the variables which predict student-teacher relationships. In order to collect data from 40 preschool teachers regarding 54 students with and 54 students without SN, the Student and…
Descriptors: Special Needs Students, Student Needs, Teacher Student Relationship, Preschool Children
Direct linkMcCormick, Meghan P.; Turbeville, Ashley R.; Barnes, Sophie P.; McClowry, Sandee G. – Early Education and Development, 2014
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…
Descriptors: Low Income Groups, Urban Schools, Longitudinal Studies, Personality Traits
Bruggink, M.; Goei, S. L.; Koot, H. M. – Educational Research, 2013
Background: Traditionally, special educational needs (SEN) were often defined in terms of child deficits. Recently, there has been a tendency to define SEN in terms of (additional) support needed in the classroom. However, little is known about how teachers define students with special educational needs. To close this gap, characteristics of…
Descriptors: Special Education, Disabilities, Mainstreaming, Elementary School Students
Hsueh, JoAnn; Lowenstein, Amy E.; Morris, Pamela; Mattera, Shira K.; Bangser, Michael – Administration for Children & Families, 2014
In recent years, interest has increased in preschool programs that promote low-income children's early learning and development. Although research in this area has focused mostly on 4-year-olds, a growing number of 3-year-olds attend publicly funded preschool. In fact, in Head Start--a federally funded early childhood education program--the…
Descriptors: Early Intervention, Preschool Education, Social Development, Emotional Development
Hsueh, JoAnn; Lowenstein, Amy E.; Morris, Pamela; Mattera, Shira K.; Bangser, Michael – Administration for Children & Families, 2014
This report presents exploratory impact findings for 3-year-olds from the Head Start CARES demonstration, a large-scale randomized controlled trial implemented in Head Start centers for one academic year across the country. The study was designed primarily to test the effects of the enhancements on 4-year-olds, but it also provides an opportunity…
Descriptors: Early Intervention, Preschool Education, Social Development, Emotional Development
Hsueh, JoAnn; Lowenstein, Amy E.; Morris, Pamela; Mattera, Shira K.; Bangser, Michael – Administration for Children & Families, 2014
Preschool has long been viewed as a way to promote low-income children's early learning and development. Some promising classroom-based strategies have been found to enhance preschool children's social, emotional, and behavioral competencies. Most of this research has focused on 4-year-olds, even as a growing number of 3-year-olds attend Head…
Descriptors: Early Intervention, Preschool Education, Social Development, Emotional Development
