Evidence map›Paper›PMID 30959432›Full record

ArticleResearch in developmental disabilities2019

Student-teacher relationships of children with autism spectrum disorder: Distinct contributions of language domains.

Melanie Feldman, Melissa Maye, Sarah Levinson, Alice Carter, Jan Blacher, Abbey Eisenhower

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Research in developmental disabilities, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
1.6field-weighted citation impact, top 17% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 20 citations in OpenAlex.

  1. Article
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 2 institutions in 1 country.

Melanie FeldmanDepartment of Psychology, 100 Morrissey Boulevard, University of Massachusetts Boston, Boston, MA 02125, USA. Electronic address: Melanie.Feldman001@umb.edu.
Melissa MayeDepartment of Psychology, 100 Morrissey Boulevard, University of Massachusetts Boston, Boston, MA 02125, USA.
Sarah LevinsonDepartment of Psychology, 100 Morrissey Boulevard, University of Massachusetts Boston, Boston, MA 02125, USA.
Alice CarterDepartment of Psychology, 100 Morrissey Boulevard, University of Massachusetts Boston, Boston, MA 02125, USA.
Jan BlacherDepartment of Education, 1207 Sproul Hall, University of California Riverside, Riverside, CA 92521, USA.
Abbey EisenhowerDepartment of Psychology, 100 Morrissey Boulevard, University of Massachusetts Boston, Boston, MA 02125, USA.
University of Massachusetts Boston · USUniversity of California, Riverside · US

Funding

The academic-community experience (ACE): A postdoctoral training fellowship in implementation science to promote mental healthT32MH109433 · NIMH · UNIVERSITY OF PENNSYLVANIA · PI David S Mandell · 2017 to 2026
$2.4M
NIMH NIH HHS T32 MH109433
6 · The paper itself

Abstract

BACKGROUND AND

aimsHigh quality student-teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year. METHODS AND PROCEDURES: 191 children with ASD (M OUTCOME AND

resultsPragmatics, but not semantics or syntax, had a direct effect on student-teacher closeness. The association between semantics and closeness was moderated by classroom type; for students with low semantics, teacher-reported closeness was lower in general versus special education. Teachers in special versus general education classrooms reported closer relationships. More experienced teachers reported closer and less conflictual relationships. None of the three language domains were associated with student-teacher conflict. CONCLUSIONS AND IMPLICATIONS: Pragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.

Indexed as

Child LanguageInterpersonal RelationsLanguageAdultAutism Spectrum DisorderChildChild, PreschoolEducation, SpecialFemaleHumansMaleSchool TeachersSocial SkillsStudentsVerbal BehaviorASDAutism spectrum disorderGeneral educationLanguageSpecial educationStudent–teacher relationships

Identifiers

PMID30959432
PMCPMC6558652
OpenAlexW2930515717

What OpenQuestion holds

Textmetadata
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.