دورية أكاديمية
Longitudinal Associations between Internalizing Behaviors and Social Skills for Autistic Students during the Early School Years
| العنوان: | Longitudinal Associations between Internalizing Behaviors and Social Skills for Autistic Students during the Early School Years |
|---|---|
| اللغة: | English |
| المؤلفون: | Brittany A. Pereira (ORCID |
| المصدر: | School Psychology. 2024 39(1):61-71. |
| الإتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A110086 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Young Children, Autism Spectrum Disorders, Interpersonal Competence, Adjustment (to Environment), Self Concept, Cultural Influences, Values, Student Behavior, Well Being, Psychological Patterns, Social Development, Cognitive Ability, Teacher Education |
| DOI: | 10.1037/spq0000556 |
| تدمد: | 2578-4218 2578-4226 |
| مستخلص: | Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacher-reported social skills and internalizing behaviors across three time points for 177 autistic students aged 4-7 years. Cross-lagged panel analyses indicated an association between earlier internalizing behaviors and later social skills for autistic students, whereby lower internalizing behaviors predicted greater growth in social skills from one school year to the next. These changes in social skills followed children across multiple teachers and classroom contexts. The opposite cross-lagged path was not supported as early social skills did not predict changes in internalizing behaviors over time. Internalizing behaviors showed similar associations with later social skills for autistic students regardless of cognitive ability, for those in general and special education classrooms, and for those whose teachers did and did not have autism-specific training. Findings suggest that promoting students' early emotional well-being and targeting internalizing behaviors may indirectly enable social development over time. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1411497 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2578-4218 2578-4226 |
|---|---|
| DOI: | 10.1037/spq0000556 |