Using Drawings to Understand Children With Challenging Behaviors' Perceptions of Their Relationships With Teachers

• In Event: Learning and Motivation Research Inclusive of Disability

Abstract

Young children’s relationships with teachers can positively impact school outcomes (e.g., Liew et al., 2010; McCormick & O’Connor, 2015; Pianta & Stuhlman, 2004). Unfortunately, students with behavior support needs have poorer quality teacher relationships (e.g., Baker et al., 2008). However, most research on kindergarteners' teacher-child relationships in relation to child behavior uses teachers’ perspectives (e.g., Acar et al., 2018; Nurmi, 2012; Spilt & Hughes, 2015). One recent study did examine teacher-child relationships of autistic students from the teacher and child perspective (Losh et al., 2022); however, they used a language-based measure, and young children with behavior needs may also struggle with verbal communication. Using drawings of relationships supports capturing children’s feelings about relationships with teachers in an equitable way that does not rely heavily on language ability.

Therefore, this study analyzed 164 drawings from the spring of kindergarten to understand perceptions of teacher relationships for children identified as at risk for behavior disorders. A codebook was developed based on the first author’s knowledge of teacher relationships and prior studies examining relationships with drawings (e.g., Harrison, Clarke, and Ungerer, 2007; Zee, Rudasill & Roorda, 2020). An expert reviewed the codebook before a team of 3 coders was trained and completed reliability coding against a master coder. Coders began independent coding after reaching 90% reliability. Drawings were analyzed from a teacher-caring perspective and coded for physical closeness (PC), emotional valiance (EV), depth, and focus on a 0-5 scale and for elements such as people present, location, and teacher action.

Results indicate that children at risk for behavior disorders draw themselves as somewhat emotionally connected to their teachers (M=2.91, SD=1.07) and slightly less physically connected (M=2.23, SD=1.18). Findings were similar for children not at risk for behavior disorders (EV: M=3.01, SD=.79; PC: M=2.55, SD-1.02). Most children at risk for behavior disorders (56%) included no action in their drawing, and only 5% drew their teacher teaching. Additionally, most children at risk for behavior disorders had no location (62%), while 14% drew themselves at school. Results were similar to children not identified as at risk for behavior disorders.

While there were no significant differences in children’s perceptions of relationships depending on behavior risk status, as expected, teachers reported significantly lower closeness and higher conflict with children they identified as at risk for behavior disorders. Additionally, while there were no significant differences between drawings depending on risk status, results showed emotional valiance significantly positively correlated with teacher closeness only for children not identified as at risk for having a behavior disorder (r=.256, p=.018) and not those at risk for behavior disorders (r=.066, p=.607).

Findings show that despite teachers perceiving differences in relationships with children based on perceptions of child behavior, children's drawings of teacher relationships are similar regardless of being rated as at-risk for a behavior disorder. These findings align with prior research showing the lack of alignment between child and teacher perceptions (e.g., Rey et al., 2007; Losh et al., 2022) and show that non-verbal assessment methods can capture young children’s feelings about teachers.

Authors

• Robin Sayers, University of Maryland
  Presenting Author

• Jason C. Chow, Vanderbilt University
  Non-Presenting Author