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Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education

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Title: Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education
Language: English
Authors: Breeman, Linda D., van Lier, Pol A. C., Wubbels, Theo, Verhulst, Frank C., van der Ende, Jan, Maras, Athanasios, Hopman, Juliette A. B., Tick, Nouchka T.
Source: Exceptionality. 2018 26(4):230-244.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Student Relationship, Behavior Problems, Males, Special Education, Mental Disorders, Emotional Disturbances, Behavior Disorders, Autism, Pervasive Developmental Disorders, Attachment Behavior, Foreign Countries, Comorbidity
Geographic Terms: Netherlands
DOI: 10.1080/09362835.2017.1283624
ISSN: 0936-2835
Abstract: The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their relationship development according to teacher ratings. Surprisingly, for boys with ASD, higher levels of disobedience predicted higher levels of teacher-rated teacher-child closeness during the school year. Our results offer more insight into the differential impact of teacher-child closeness on the behavioral problems for children with EBD and ASD.
Abstractor: As Provided
Number of References: 57
Entry Date: 2018
Accession Number: EJ1191641
Database: ERIC
FullText Text:
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  Data: Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education
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  Data: <searchLink fieldCode="SO" term="%22Exceptionality%22"><i>Exceptionality</i></searchLink>. 2018 26(4):230-244.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09362835.2017.1283624
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  Data: The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their relationship development according to teacher ratings. Surprisingly, for boys with ASD, higher levels of disobedience predicted higher levels of teacher-rated teacher-child closeness during the school year. Our results offer more insight into the differential impact of teacher-child closeness on the behavioral problems for children with EBD and ASD.
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      – SubjectFull: Males
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