C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
ECER 2021 Voices of Engagement: A Malaysian School PerspectiveKatina Tan
Author: Katina Tan
The European Conference on Educational Research 2021 Online
EERA Network: 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
ECER 2021 Voices of Engagement: A Malaysian School PerspectiveKatina Tan
Author: Katina Tan
The European Conference on Educational Research 2021 Online
EERA Network: 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
How do teachers determine the special needs of the Students?:
Why don’t Students join to the communicative activities?
SLOGAN: The secret is in our Students.
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The School Success Program ImprovingMaltreated Childrens A.docxjoshua2345678
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
How do teachers determine the special needs of the Students?:
Why don’t Students join to the communicative activities?
SLOGAN: The secret is in our Students.
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The School Success Program ImprovingMaltreated Childrens A.docxjoshua2345678
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...IEFE
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA
IEFE Forum 2014
Teacher Attachment and Intention of Aggressive Behaviour among School Childreniosrjce
The main purpose of this study was to determine the relationships between teacher attachment and
intention of aggressive behaviour among school children. This study involved 426school children using selfadministered
questionnaire from six government daily secondary schools. The school children were selected
using simple random sampling method. Respondents were males (199) and females (227) between 13-17 years
old. Teacher attachment was measured using inventory of parentsattachment (IPPA) with respect to teacher
attachment and intention of aggressive behaviour. Pearson’s correlation analysis revealed that there is a
significant with negative weak relationship between teacher attachment and school children intention of
aggressive behavior(r = -0.126, p < 0.05).Also the result of t-test analysis showed that there is no significant
difference between male and female school children in term of intention of aggressive behaviour (t=1.050;
p=0.294).Moreover, the relationship indicates that lack of teachers monitoring and cooperation influence
student to engage in intention of aggressive behaviour. It is recommended that policy makers and school
counselors should give more emphasis on the improvement of good and suitable environment in the school to
improvechildren satisfaction in the school environment and thus help improve their ability not to engage in
aggressive behaviour
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Dr. Alicia Fedelina Chavez, Associate Professor, Department of Teacher Education, Educational Leadership & Policy University of New Mexico
Dr. Susan Diana Longerbeam, Associate Professor, Department of Educational Psychology Northern Arizona University
Persistence in Math: How Initial Math Placement Derails Progress Towards a Ma...crealcsuf
Dr. Estela Zarate, CSUF Department of Educational Leadership; Dr. Adriana Ruiz Alvarado, UCLA Higher Education Research Institute; Dr. Alessandra Pantano, UCI
Fostering Professional Partnerships between Universities and Informal Science...crealcsuf
Dr. Amy Cox-Petersen, Elementary Education
Dr. Cynthia Gautreau, Elementary and Bilingual Education
Dr. Michelle VanderVeld, Elementary and Bilingual Education
Development of Teacher Educators for a Global Societycrealcsuf
Dr. Melinda Pierson, Department of Special Education, Department Chair & Professor
Dr. Janice Myck-Wayne, Department of Special Education, Associate Professor
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism
1. ERICA HOWELL, PH.D.
ASSOCIATE PROFESSOR
DEPARTMENT OF SPECIAL EDUCATION, CSUF
Examining the Student Teacher
Relationship (STR) for Children with and
Without Disabilities: Spotlight on Autism
2. Agenda for Today
1. Student-teacher-relationship (STR) for typically
developing (TD) students
2. STR for students with disabilities
3. STR for students with ASD
4. Investigation outcome report of the STR and ASD
5. Audience perspectives on research outcomes
3. Typically Developing Students and the STR
Behavior problems and gender associated with
conflict in the STR (Jerome, Hamre, and Pianta, 2009; Birch & Ladd,
1997; Howes, Phillipsen, & Peisner-Feinberg, 2000; Silver, Measelle,
Armstrong, & Essex, 2005)
Conflict and dependency in the STR are strong
predictors of behavioral challenges over time (Hamre
and Pianta, 2001; Howes et al., 2000; Jerome et al., 2008)
STR may act as a protective factor for at-risk
children (Silver et al., 2005)
4. Students with Disabilities and the STR
By age 6, children with ID had significantly lower
STRS scores than TD children (Eisenhower, Baker and Blacher,
2007)
Poorer STR quality for students with ID in the
general education when compared to special day
class settings
Student reports indicated that students with
Emotional and Behavioral Disorders rated more
dissatisfaction with their teacher than students
with learning disabilities, other health
impairments, and typically developing peers
6. The Importance of Autism and the STR
Autism prevalence
Public school determination
Associated behavior challenges and social deficits
may make STR problematic
8. Classroom, Family, and Teacher
Characteristics: Latent Variables
Classroom
Characteristics
Family
Characteristics
Teacher
Characteristics
Educational Placement Income Teaching Experience
General education versus
SDC (Blacher et al., 2009)
Least Restrictive
Environment (IDEA, 2004)
Autism Authorization
(CCTC, 2009)
Classroom composition
(Buyse et al., 2008)
Low socioeconomic status
and conflictual STRs (Ladd
et al., 1999)
High cost of autism
intervention
SPED teacher “burnout”
(Hastings & Brown, 2002)
Quality of instructional
practices (Mantzicopoulos,
2005)
9. Child Characteristics: Latent Variable
Behavior Problems Autism Rating Social Response
Problem behaviors and
conflictual STRs (Birch &
Ladd, 1997; Howes et al., 2000;
Silver et al., 2005)
STR accounted for by
behavior problems (Blacher
et al., 2009; Eisenhower et al.,
2007)
Autism and behavior
problems (Dominick et al.,
2007; Eisenhower et al., 2005;
Hartley et al., 2008; Horner et
al., 2002; Shattuck et al., 2007)
Typical characteristics
(APA, 2000)
Higher social ratings and
closeness, dependency,
and conflict (Howes et al.,
2000)
Early attachment style
and STR (O’Connor &
McCartney, 2007)
Autism and social
challenges (Kleinman et al.,
2001; Peterson et al., 2009
10. Participants
Child Demographic Information for Public and Non-Public Schools
_______________________________________________________________
Public Non-publict/x² p-val
(n = 57) (n = 33)
__________________________________________________________
Child
Age (mean years) 5.65 8.88 -6.92 p = 0.00
Gender (% male) 79% 82%
Grades (%) 14.81 p = 0.01
Preschool 47% 6%
Kinder-3rd 45% 41%
4th-8th 8% 52%
11. Procedures
Public sample recruited from nine public schools in Southern California
(N = 57)
Non-public school sample drawn from California (80%) and
Massachusetts (20%) through School Adaptations for Children with
Autism Spectrum Disorder study (N = 33) [UCR SEARCH, The Help
Group, Melmark-New England]
Parents and teachers consented to participate and completed measures
Honorarium: $15 Target gift card for parents and teachers
Funding provided by a grant from the Riverside Community
Foundation (J. Blacher, P.I.); COR grant, UC Riverside (J. Blacher, P.I.)
12. Outcome Measure: The Student Teacher
Relationship Scale (Pianta, 2001)
Total score and three subscale scores
Conflict (e.g. “This child sees me as a source of punishment
and criticism”)
Closeness (e.g. “This child openly shares his/her feelings and
experiences with me”)
Dependency (e.g. “This child asks for my help when he/she
really does not need help”)
Teacher rated each item on 1-5 scale
Alphas in present sample were .75 (conflict), .77
(closeness), .51 (dependency), and .76 (total)
13. Instruments
Parent, Teacher, and Child Completed Measures
________________________________________________________________________
Rater Measurement
Teacher-Rated Measures
Student Teacher Relationship Total Score and Subscales
Social Responsiveness SRS-T (Total Score)
Behavior Problems TRF (Total Score)
Autism GARS (Autism Index)
Classroom Demographics Classroom Climate Inventory
Parent-Rated Measures
Social Responsiveness SRS-P (Total Score)
Behavior Problems CBCL (Total Score)
Autism GARS (Autism Index)
Family Demographics Family Information Form
14. What family, teacher, child, and classroom
characteristics are predictive of the STR?
Latent and Observed Variables in Teacher-Rated STRS Total Score Path Model
Latent Factor Observed Variables
Child Characteristics
Behavior Problems Teacher Report Form (total score)
Autistic Characteristics Gilliam Autism Rating Scale-T (autism index)
Social Responsiveness Social Responsiveness Scale-T (total score)
Classroom Characteristics Educational Placement
General education/mild moderate
Autism-only classrooms
Non-public school classrooms
Family Characteristics Income
Teacher characteristics Teacher Experience
Student-Teacher-Relationship Student Teacher Relationship Scale (Total Score)
24. Discussion
Teacher and parent-rated child characteristics predicted
the overall STR
Corroborates several key studies on the STR and disability (Blacher
et al., 2009; Eisenhower et al., 2007; Robertson et al., 2003)
Classroom characteristics contributed significant
variance to the overall STR even when accounting for
child characteristics
Students in more restrictive educational settings reported poorer
quality STRs
Classroom composition (Buyse et al., 2008)
Perceptions of teaching assignment (Mantzicopoulos, 2005)
Work-related stress (Mantzicopoulos, 2005)
25. Discussion Continued
Students who demonstrated challenging child
characteristics experienced less-close STRs in the
teacher-rated model.
Child characteristics predicting STR closeness highlighted in
past research (Al-Yagon & Mikulincer, 2008; Copeland et al.,
1997; Howes et al., 1994; Howes et al., 2000)
The parent-rated model indicated that more
challenging child characteristics and students from
lower income families were rated as less close to the
teacher
Similar finding in Ladd et al. (1999)
Impact of income on parent-teacher relationship
26. Discussion Continued
Veteran teachers were more likely to have dependent
relationships with students than beginning teachers
Teacher fatigue (Olivier & Venter, 2003)
Teacher “burn-out” (Hastings & Brown, 2002; Ingersoll, 2003;
Lecavalier et al., 2006)
Parent-ratings differentiated between groups on
ratings of child characteristics
Environmental differences
27. Implications Limitations
Early intervention
Teacher education
Support for teachers
Inability to include all
relevant variables in
path model
Imputation of data
Self-report nature of
measures
Dependency scale in
STRS
Discussion Continued
28. Future Research
Investigate variables specific to educational settings
that impact the STR
Classroom observations to supplement self-report
measures
Comparison of STR between disability groups
Contribution of parent-teacher dynamics to the STR
Editor's Notes
On a personal note, this topic has special meaning for me as I taught students with autism for six years and was intrigued by the bonds I forged with my students despite how impacted they were by their disability. For the purposes of this study, I examined the student-teacher-relationship as a theoretical construct, with prior research on typically developing students and students with disabilities guiding my theoretical framework.
Those students with high problem behavior ratings and with medium to high levels of teacher closeness decreased externalizing behavior from kindergarten to third grade (Silver et al., 2005).
Students with disabilities may be especially prone to low quality relationships with teachers as they enter the school system with behavioral, social, and academic disadvantages
behavior problems and social skills, not ID per se, accounted for the ID/TD differences in the STRS scores
We learned how the STR forTD peers is impacted by various characteristics, but next to nothing is known about the STR for autism. One study…small sample, HFA/AS, general education…no measures of behavior, social skills (past research showed how important that is to know). Study didn’t include a spectrum of impairment or educational settings
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing my theoretical model as displayed on screen.
In terms of including educational placement as an observed variable comprising classroom characteristics, this decision was timely. Law makers place high importance on the involvement of students in the least restrictive environment necessary for a child to make educational progress. In addition, current CA legislation requires some special education teachers to return to school and earn an Autism Authorization, in order to be certified to teacher children with autism. Research has also demonstrated the contribution of educational setting to the STR. Blacher et al. (2009) found that students with intellectual disability who were in general education settings had poorer STRs than students in special day classes. This finding is striking in light of the popular trend to mainstream or fully include students with disability in general education settings. Other research indicated that challenging classroom compositions in terms of behavior problems related to more conflict in the STR. One may certainly expect special day classes with autism-specific compositions to encounter behavior challenges.
When family characteristics were considered, income comprised family characteristics. With therapies exacting a high cost to many families, and research indicating that lower socioeconomic status contributed to conflictual STRs, income seemed a salient variable to investigate.
Teacher experience comprised the teacher characteristics
Dependency only 5 items- may be why low reliability
Question 2 is the main path model
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing the theoretical model.
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing the theoretical model.
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing the theoretical model.
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing the theoretical model.
A review of the literature revealed that predictors of the STR could be organized into several groups. These groups composed of classroom, child, family, and teacher characteristics that predicted the STR informed the decision-making process when I was developing the theoretical model.
Teachers in more restrictive settings may be working very hard to get behavior problems managed and social interactions increased. This may explain why there were no differences in mean scores of child characteristics for teacher-ratings. This “hard work” may leave teachers more fatigued as parent-ratings indicated that the more restrictive settings actually have more behavior and social challenges
Problem for many measures in the field- kids with autism have deficits that make inflated or deflated scores (inflated on CBCL- deflated on dependency). Behooves somebody to adapt this scale for children with autism.