Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence

Journal of School Psychology

Volumn 45, Issue 4, 2007, Pages 363-383

  Eisenhower, Abbey S ^a   Baker, Bruce L ^a   Blacher, Jan ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Behavior problems; Intellectual disability; Self regulation; Social skills; Student teacher relationship; Transition to school

Indexed keywords

EID: 34249877186     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2006.10.002     Document Type: Article

References (53)

1. Achenbach T.M. Manual for the CBCL 4-18 (1991), University of Vermont, Department of Psychiatry, Burlington, VT
2. Achenbach T.M. Manual for the child behavior checklist 1 1/2-5 (2000), University of Vermont, Department of Psychiatry, Burlington, VT
3. American Psychiatric Association. Diagnostic and statistical manual of mental disorders. Fourth Edition, Text Revision (2000), American Psychiatric Association, Washington, D.C.
4. Baker B.L., Blacher J., Crnic K., and Edelbrock C. Behavior problems and parenting stress in families of three year old children with and without developmental delays. American Journal on Mental Retardation 107 (2002) 433-444
5. Baker, J. K., Fenning, R. M., Crnic, K. A. Baker, B. L., & Blacher, J. (in press). Prediction of social skills in 6-year-old children with and without developmental delays: Contributions of early regulation and maternal scaffolding. American Journal on Mental Retardation.
6. Baker B.L., McIntyre L.L., Blacher J., Crnic K., Edelbrock C., and Low C. Preschool children with and without developmental delay: Behaviour problems and parenting stress over time. Journal of Intellectual Disability Research 47 (2003) 217-230
7. Baron R.M., and Kenny D.A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51 (1986) 1173-1182
8. Bayley N. Bayley Scales of Infant Development Second Edition: Manual (1993), Psychological Corp, San Antonio, TX
9. Belsky J., Woodworth S., and Crnic K. Troubled family interaction during toddlerhood. Child Development 67 (1996) 556-578
10. Birch S.H., and Ladd G.W. The teacher-child relationship and children's early school adjustment. Journal of School Psychology 35 (1997) 61-79
11. Crnic K., Baker B., Blacher J., and Edelbrock C. Children with mental retardation: Families, processes, and dual diagnosis (1998) Research Grant (HD34879) funded by NICHD, NIH
12. Crnic K., Hoffman C., Gaze C., and Edelbrock C. Understanding the emergence of behavior problems in young children with developmental delays. Infants and Young Children 17 (2004) 223-235
13. Croft C., O'Connor T.G., Keveaney L., Groothues C., and Rutter M. Longitudinal change in parenting associated with developmental delay and catch-up. Journal of Child Psychology and Psychiatry 42 (2001) 649-659
14. Dekker M.C., Koot H.M., van der Ende J., and Verhulst F.C. Emotional and behavioral problems in children and adolescents with and without intellectual disability. Journal of Child Psychology and Psychiatry 43 (2002) 1087-1098
15. de Kruif R.E.L., and McWilliam R.A. Multivariate relationships among developmental age, global engagement, and observed child engagement. Early Childhood Research Quarterly 14 (1999) 515-536
16. Denham S.A., Blair K.A., DeMulder E., Levitas J., Sawyer K., Auerbach-Major S., et al. Preschool emotional competence: Pathway to social competence?. Child Development 74 (2003) 238-256
17. Eisenhower A., Baker B.L., and Blacher J. Preschool children with intellectual disability: Syndrome specificity, behaviour problems, and parent well-being. Journal of Intellectual Disability Research 49 (2005) 657-671
18. Emerson E. Prevalence of psychiatric disorders in children and adolescents with and without intellectual disability. Journal of Intellectual Disability Research 47 (2003) 51-58
19. Emerson E., Robertson J., and Wood J. Emotional and behavioural needs of children and adolescents with intellectual disabilities in an urban conurbation. Journal of Intellectual Disability Research 49 (2005) 16-24
20. Fabes R.A., Eisenberg N., Jones S., Smith M., Guthrie I., Poulin R., et al. Regulation, emotionality, and preschoolers' socially competent peer interactions. Child Development 70 (1999) 432-442
21. Floyd F.J., and Gallagher E.M. Parent stress, care demands, and use of support services for school-age children with disabilities and behavior problems. Family Relations 46 (1997) 359-371
22. Floyd F.J., and Phillippe K.A. Parental interactions with children with and without mental retardation: Behavior management, coerciveness, and positive exchange. American Journal on Mental Retardation 97 (1993) 673-684
23. Gagnon C., Vitaro F., and Tremblay R.E. Parent-teacher agreement on kindergarteners' behavior problems. Journal of Child Psychology and Psychiatry 33 (1992) 1255-1261
24. Glutting J.J. Introduction to the structure and application of the Stanford-Binet Intelligence Scale-Fourth Edition. Journal of School Psychology 27 (1989) 69-80
25. Gresham F.M., and Elliott S. Social skills rating system (1990), American Guidance Service, Circle Pines, MN
26. Guralnick M.J. Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews 5 (1999) 21-29
27. Guralnick M.J., Connor R., Hammond M., Gottman J.M., and Kinnish K. Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation 100 (1996) 359-377
28. Guralnick M.J., Hammond M.A., Connor R.T., and Neville B. Stability, change, and correlates of the peer relationships of young children with mild developmental delays. Child Development 77 (2006) 312-324
29. Hamre B.K., and Pianta R.C. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development 72 (2001) 625-638
30. Hauser-Cram P., Warfield M.E., Shonkoff J.P., and Krauss M.W. Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the Society for Research in Child Development 66 (2001) 1-131
31. Howes C. Attachment relationships in the context of multiple caregivers. In: Cassidy J., and Shaver P.R. (Eds). Handbook of attachment: Theory, research, and clinical applications (1999), Guilford Press, New York, NY 671-687
32. Howes C., Hamilton C.E., and Matheson C.C. Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development 65 (1994) 253-263
33. Howes C., Matheson C.C., and Hamilton C.E. Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development 65 (1994) 264-273
34. Kopp C.B., Baker B.L., and Brown K.W. Social skills and their correlates: Preschoolers with developmental delays. American Journal on Mental Retardation. Special Issue: Social Skills 96 (1992) 357-366
35. Kopp C.B., Krakow J.B., and Johnson K.L. Strategy production by young Down syndrome children. American Journal of Mental Deficiency 88 (1983) 164-169
36. Ladd G.W., Birch S.H., and Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 70 (1999) 1373-1400
37. McIntyre L.L., Blacher J., and Baker B.L. The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research 50 (2006) 349-361
38. O'Connor E., and MCCartney K. Testing associations between young children's relationships with mothers and teachers. Journal of Educational Psychology 98 (2006) 87-98
39. Peisner-Feinberg E.S., Burchinal M.R., Clifford R.M., Culkin M.L., Howes C., Kagan S.L., et al. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development 72 (2001) 1534-1553
40. Pianta R.C. Enhancing relationships between children and teachers (1999), American Psychological Association, Washington, DC, US
41. Pianta R.C. The Student-Teacher Relationship Scale (2001), University of Virginia, Charlottesville, VA
42. Pianta R.C., Cox M.J., Taylor L., and Early D.M. Kindergarten teachers' practices related to the transition to school: Results of a national survey. Elementary School Journal 100 (1999) 71-86
43. Pianta R.C., Steinberg M.S., and Rollins K.B. The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology 7 (1995) 297-312
44. Pianta R.C., and Stuhlman M.W. Teacher-child relationships and children's success in the first years of school. School Psychology Review 33 (2004) 444-458
45. Preacher K.J., and Hayes A.F. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, and Computers 36 (2004) 717-731
46. Rimm-Kaufman S.E., Pianta R.C., and Cox M.J. Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly 15 (2000) 147-166
47. Silver R.B., Measelle J.R., Armstrong J.M., and Essex M.J. Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology 43 (2005) 39-60
48. Sparrow S.S., and Cicchetti D.V. The vineland adaptive behavior scales. In: Newmark C.S. (Ed). Major Psychological Assessment Instruments: 2 (1989), Allyn & Bacon, Needham Heights, MA 199-231
49. Stanger C., and Lewis M. Agreement among parents, teachers, and children on internalizing and externalizing behavior problems. Journal of Clinical Child Psychology 22 (1993) 107-115
50. Thorndike R.L., Hagen E.P., and Sattler J.M. Stanford-Binet Intelligence Scale. Fourth edition (1986), Riverside, Chicago
51. Vaughn B.E., Kopp C.B., and Krakow J.B. The emergence and consolidation of self-control from eighteen to thirty months of age: Normative trends and individual differences. Child Development 55 (1984) 990-1004
52. Wilson B.J. Entry behavior and emotion regulation abilities of developmentally delayed boys. Developmental Psychology 35 (1999) 214-222
53. Zahn-Waxler C., Cole P.M., Richardson D.T., Friedman R.J., Michel M.K., and Belouad F. Social problem solving in disruptive preschool children: Reactions to hypothetical situations of conflict and distress. Merrill-Palmer Quarterly 40 (1994) 98-119