Promoting young autistic students’ social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships

Author:

Losh AinsleyORCID,Blacher Jan

Funder

Institute of Education Sciences

Publisher

Elsevier BV

Subject

Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology

Reference112 articles.

1. Achenbach, T.M., & Rescorla, L.A. (2000). Manual for the ASEBA preschool forms & profiles. University of Vermont, Research Center for Children, Youth, and Families.

2. Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA school-age forms and profiles. University of Vermont, Research Center for Children, Youth, and Families.

3. Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors;Alamos;Social Development,2020

4. Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1;Arbeau;International Journal of Behavioral Development,2010

5. Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school;Ashburner;Research in Autism Spectrum Disorders,2010

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