Evidence map›Paper›PMID 31127483›Full record

ArticleJournal of autism and developmental disorders2019

Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD.

Ainsley Losh, Leigh Ann Tipton, Abbey Eisenhower, Jan Blacher

Abstract read
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In one paragraph

Article in Journal of autism and developmental disorders, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Article
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

4 authors.

Ainsley LoshGraduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 95251, USA. alosh001@ucr.edu.ORCID http://orcid.org/0000-0003-2780-583X
Leigh Ann TiptonCharter College of Education, California State University, Los Angeles, Los Angeles, CA, 90032, USA.
Abbey EisenhowerCollege of Liberal Arts, University of Massachusetts, Boston, Boston, MA, 02125, USA.
Jan BlacherGraduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 95251, USA.

Funding

Institute of Education Sciences R324A110086
6 · The paper itself

Abstract

Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed.

Indexed as

Interpersonal RelationsAutism Spectrum DisorderChildChild, PreschoolEducation, SpecialFemaleHumansLanguageMaleParentingSchoolsStudentsASDAutismParent behaviorsParent–child interactionStudent–teacher relationships

Identifiers

PMID31127483

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.