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Relationships of paraeducators and teachers with their autistic students. | LitMetric

Relationships of paraeducators and teachers with their autistic students.

J Sch Psychol

Department of Psychology, University of Massachusetts Boston, 100 William T. Morrissey Blvd., Boston, MA 02125. Electronic address:

Published: August 2024

AI Article Synopsis

  • Paraeducators significantly influence the classroom experiences of autistic students, but their relationships with these students are often strained compared to teachers.
  • Research found that paraeducators reported lower relationship quality with autistic students, marked by higher conflict and dependency, despite similar closeness levels compared to teachers.
  • The study suggests that paraeducators' limited classroom experience contributes to these conflicts, highlighting the need for school psychologists to address systemic factors and support positive relationships in special education settings.

Article Abstract

Paraeducators play an important role in the classroom experiences of many autistic students. Although previous research has indicated that autistic students typically have strained relationships with their teachers, little is known about their relationships with paraeducators. We examined relationship quality reported by teachers (N = 171) and paraeducators (N = 28) with their elementary-age autistic students (IQ ≥ 50, ages 4-8 years, Grades PreK-3). Paraeducators reported strained relationships with their autistic students relative to normative means. This was especially apparent when compared with teacher report as paraeducators reported significantly lower overall relationship quality with their autistic students marked by higher conflict and dependency, yet similar reports of closeness. Indirect effect analysis indicated that higher conflict between paraeducators and their autistic students was accounted for by their fewer years of classroom experience compared to teachers. These findings should encourage school psychologists to consider the systemic factors likely contributing to paraeducators' fewer years of experiences and, as members of special education teams, use a consultative framework to provide supports needed to foster positive relationships between paraeducators and their autistic students.

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Source
http://dx.doi.org/10.1016/j.jsp.2024.101321DOI Listing

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