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Sebre, Sandra B.; Bite, Ieva; Miltuze, Anika; Kolesovs, Aleksandrs – European Journal of Developmental Psychology, 2023
Positive social relationships have been variously linked to mental well-being, and it is therefore important to more fully understand the factors that may impede positive relationship development. The aim of this study was to explore the relationships between elementary school-age children's emotion regulation, relationship problems, adaptive…
Descriptors: Elementary School Students, Psychological Patterns, Emotional Response, Self Control
Fujiwara, Aya; Sonoyama, Shigeki – Education and Training in Autism and Developmental Disabilities, 2019
Children with autism spectrum disorder (ASD) experience difficulties with social play. They have some limitations in learning play skills and playing with peers. This study examines the effects of intervention, in an inclusive classroom, based on ecological assessment and conditions of social play selection on the engagement in social play of a…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Early Childhood Education
McIntyre, Laura Lee; Santiago, Rachel T.; Sutherland, Marah; Garbacz, S. Andrew – School Psychology, 2023
Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize…
Descriptors: Child Rearing, Parents, Stress Variables, Mental Health
Gengoux, Grace W. – Journal of Positive Behavior Interventions, 2015
This study examined whether brief priming sessions (i.e., previewing activities with an adult ahead of time) would increase the rate of initiations made by children with autism to peers in inclusive settings. A multiple baseline across participants design assessed changes in rate of initiations, as well as statements reflecting target child…
Descriptors: Priming, Autism, Elementary School Students, Interpersonal Relationship
Chapple, Christine; Kinsella, William – Educational Psychology in Practice, 2019
West Syndrome is a severe, early-onset epilepsy syndrome, with significant implications for subsequent neurological and cognitive development. While most children with a prior diagnosis of West Syndrome initially follow a normal developmental trajectory, there is evidence of subsequent emergence of clusters of difficulties, including autism…
Descriptors: Epilepsy, Case Studies, Autism, Symptoms (Individual Disorders)
Mandy, William; Murin, Marianna; Baykaner, Ozlem; Staunton, Sara; Hellriegel, Josselyn; Anderson, Seonaid; Skuse, David – Autism: The International Journal of Research and Practice, 2016
The transition from primary to secondary education (hereafter "school transition") is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly…
Descriptors: Foreign Countries, Pervasive Developmental Disorders, Longitudinal Studies, Transitional Programs