Exploring How Level of Training, Inclusion, and Problem Behaviour Affect Student-Teacher Relationships with Autism Spectrum Disorders
University of British Columbia, Department of Educational and Counselling Psychology, and Special Education
This study examined how level of inclusion, problem behaviour, adaptive behaviour, and amount of training in ASD affects student-teacher and student- special education assistant (SEA) relationships. The participants were 15 students with ASD receiving inclusive education in grades K-3, their classroom teachers, and their SEAs. Teachers and SEAs completed three rating scales: the Behaviour Assessment System for Children, the Student-Teacher Relationship Scale, and the Teacher or Special Education Assistant Questionnaire. Analysis consisted of Pearson correlations and multiple regressions. Results suggested that problem behaviour, adaptive behaviour, and percentage of student inclusion were all significantly related to student-teacher but not student-SEA relationships. The results have implications for school staff who work with students with ASD.
http://circle.ubc.ca/handle/2429/27085