A qualidade da relação professor-aluno em crianças com perturbação de espectro do autismo
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2013
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Diversos estudos têm vindo a alertar para a importância da qualidade da relação que a criança estabelece com o professor, salientando o seu papel no desenvolvimento adaptado da criança em diversos domínios, nomeadamente sócio-emocional e académico. De acordo com esses estudos, a qualidade daquela relação parece ser influenciada por diferentes factores, desde características da criança às dos contextos. Deste modo, o presente estudo visou analisar a qualidade da relação professor-aluno, numa amostra de crianças com uma Perturbação do Espectro do Autismo, assim como explorar o papel determinante de características da criança, da família, do professor e do contexto escolar. A análise da qualidade desta relação numa amostra de crianças com PEA revela-se fundamental, ao se considerar o exigente perfil comportamental das mesmas. A amostra foi constituída por 30 crianças, com idades compreendidas entre os 3 e os 15 anos, bem como os respectivos pais e os professores. Os resultados obtidos revelaram associações significativas entre a qualidade da relação professor-aluno, avaliado pelo professor, e a idade e o comportamento adaptativo da criança, avaliado pela mãe. Aliado a isto, também o suporte social na família, percepcionado quer pela mãe quer pelo pai, demonstrou estar significativamente associado com a qualidade da relação professor-aluno. A idade da criança, o comportamento adaptativo e o suporte social revelaram-se como preditores individuais da qualidade da relação professor-aluno. Não se observaram, porém, associações significativas entre a qualidade desta relação e características individuais do professor e do contexto escolar.
Several studies have been alert to the importance of the quality of the relationship that the child establishes with the teacher, underlining its role in the development of the child adapted in various fields, including social-emotional and academic. According to these studies, the quality of that relationship seems to be influenced by various factors, since the characteristics of the child contexts. Thus, the present study aimed to analyze the quality of the teacher-student relationship in a sample of children with Autism Spectrum Disorder, as well as exploring the role of child characteristics, family, teacher and school context. The quality analysis of this relationship in a sample of children with ASD become vital when considering the demanding behavioral profile of the same. The sample consisted of 30 children aged between 3 and 15 years, as well as their parents and teachers. The results revealed significant associations between the quality of teacher-student relationship, assessed by the teacher, and the age of the child and adaptive behavior, assessed by the mother. Allied to this, also the social support in the family, perceived either by the mother or the father, shown to be significantly associated with the quality of the teacher-student relationship. The child's age, adaptive behavior and social support proved as individual predictors of the quality of teacher-student relationship. Not observed, however, significant associations between the quality of this relationship and individual characteristics of the teacher and the school context.
Several studies have been alert to the importance of the quality of the relationship that the child establishes with the teacher, underlining its role in the development of the child adapted in various fields, including social-emotional and academic. According to these studies, the quality of that relationship seems to be influenced by various factors, since the characteristics of the child contexts. Thus, the present study aimed to analyze the quality of the teacher-student relationship in a sample of children with Autism Spectrum Disorder, as well as exploring the role of child characteristics, family, teacher and school context. The quality analysis of this relationship in a sample of children with ASD become vital when considering the demanding behavioral profile of the same. The sample consisted of 30 children aged between 3 and 15 years, as well as their parents and teachers. The results revealed significant associations between the quality of teacher-student relationship, assessed by the teacher, and the age of the child and adaptive behavior, assessed by the mother. Allied to this, also the social support in the family, perceived either by the mother or the father, shown to be significantly associated with the quality of the teacher-student relationship. The child's age, adaptive behavior and social support proved as individual predictors of the quality of teacher-student relationship. Not observed, however, significant associations between the quality of this relationship and individual characteristics of the teacher and the school context.
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Orientação: Joana Baptista
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MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSICOLOGIA CLÍNICA, RELAÇÃO PROFESSOR-ALUNO, AUTISMO, SUPORTE SOCIAL, PSYCHOLOGY, CLINICAL PSYCHOLOGY, TEACHER-STUDENT RELATIONSHIP, AUTISM, SOCIAL SUPPORT, COMPORTAMENTO ADAPTATIVO, ADAPTIVE BEHAVIOUR