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Showing 1 to 15 of 16 results Save | Export
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Einat Waizbard; Emilio Ferrer; Meghan Miller; Brianna Heath; Derek S. Andrews; Sally J. Rogers; Christine Wu Nordahl; Marjorie Solomon; David G. Amaral – Autism: The International Journal of Research and Practice, 2025
Girls, more than boys, experience a decrease in the severity of autism symptoms during childhood. It is unclear, however, which specific autistic behaviors change more for girls than for boys. Trajectories of autism symptoms were evaluated using the Autism Diagnostic Observation Schedule-calibrated severity scores (ADOS-CSS). Change in the…
Descriptors: Autism Spectrum Disorders, Symptoms (Individual Disorders), Severity (of Disability), Gender Differences
Jan Blacher; Abbey Eisenhower – Exceptional Children, 2023
Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to…
Descriptors: Preschool Children, Expulsion, Child Behavior, Behavior Problems
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Levinson, Sarah; Neuspiel, Juliana; Eisenhower, Abbey; Blacher, Jan – Journal of Autism and Developmental Disorders, 2021
ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…
Descriptors: Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders), Behavior Problems
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Harrop, Clare; Gulsrud, Amanda; Shih, Wendy; Hovsepyan, Lilit; Kasari, Connie – Autism: The International Journal of Research and Practice, 2016
Restricted and repetitive behaviors are a core feature of autism spectrum disorder. This descriptive study documented the presence of restricted and repetitive behaviors in 85 toddlers with autism spectrum disorder as they interacted with their caregiver in a play interaction. For each child restricted and repetitive behavior, a caregiver…
Descriptors: Autism, Pervasive Developmental Disorders, Toddlers, Child Caregivers
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Soke, Gnakub Norbert; Rosenberg, Steven A.; Rosenberg, Cordelia Robinson; Vasa, Roma A.; Lee, Li-Ching; DiGuiseppi, Carolyn – Autism: The International Journal of Research and Practice, 2018
We assessed potential factors associated with "current" or "ever" self-injurious behaviors, reported in the Autism Diagnostic Interview-Revised, among children with autism spectrum disorder (n = 692) from the Study to Explore Early Development. Data on factors examined were obtained from questionnaires, standardized clinical…
Descriptors: Self Destructive Behavior, Pervasive Developmental Disorders, Autism, Developmental Disabilities
Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C. – Grantee Submission, 2017
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…
Descriptors: Autism, Pervasive Developmental Disorders, Child Behavior, Behavior Problems
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Eisenhower, Abbey; Taylor, Heather; Baker, Bruce L. – School Psychology Review, 2016
Starting Strong in Kindergarten (Starting Strong) is a school-based indicated prevention targeting behavior problems, student-teacher relationships, and parent-school connectedness for children with or at risk for disruptive behavior problems during the transition to kindergarten. By use of a block-randomized, controlled trial to test program…
Descriptors: Kindergarten, Prevention, Transitional Programs, Behavior Problems
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Brock, Laura L.; Curby, Timothy W. – Early Education and Development, 2014
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…
Descriptors: Preschool Teachers, Preschool Children, Kindergarten, Teacher Student Relationship
Rodas, Naomi V.; Eisenhower, Abbey; Blacher, Jan – Grantee Submission, 2017
Children with autism spectrum disorder (ASD) are at heightened risk for developing comorbid psychological disorders, including anxiety disorders, which may be further exacerbated by the presence of externalizing behaviors. Here, we examined how structural language and pragmatic language predicted anxiety and externalizing behaviors. Participants…
Descriptors: Pragmatics, Autism, Pervasive Developmental Disorders, Language Skills
Caplan, Barbara; Feldman, Melanie; Eisenhower, Abbey; Blacher, Jan – Grantee Submission, 2016
The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that…
Descriptors: Teacher Student Relationship, Autism, Pervasive Developmental Disorders, Teacher Education
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Rueda, Eréndira – Journal of Latinos and Education, 2015
Students of color are overrepresented in school disciplinary records nationally, but little is known about how disciplinary disproportionality varies among groups. Classroom observations in 1 elementary school suggested that when Latino students misbehaved, teachers were less inclined to interpret their behavior as problematic and less inclined to…
Descriptors: Hispanic American Students, Elementary School Students, Discipline Problems, Discipline
Witwer, Dianne – ProQuest LLC, 2013
The purpose of this multiple case study described and compared practices utilized to implement the School-Wide Positive Behavior Support (SWPBS) approach at 3 purposely selected Central California elementary school sites. More specifically, this study described and compared: (a) school practices for defining and teaching school rules/expectations;…
Descriptors: Case Studies, Positive Behavior Supports, Elementary Schools, Elementary School Students
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Stevenson, Matthew M.; Crnic, Keith A. – Early Child Development and Care, 2013
This study examined activative fathering observed during father--child interactions in the family home, focusing on the relation between activative fathering at children aged four and children's behaviour dysregulation and sociability at children aged five. One hundred twenty-seven families participated in the study. Activative fathering was…
Descriptors: Fathers, Child Rearing, Predictor Variables, Parent Child Relationship
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Stevenson, M.; Crnic, K. – Journal of Intellectual Disability Research, 2013
Background: Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This study…
Descriptors: Fathers, Child Rearing, Self Control, Interpersonal Competence
Suhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David – Grantee Submission, 2013
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…
Descriptors: Best Practices, Research, Children, Autism
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