In Their Words: Children at Risk for Language and Behavior Disorders Describe Their Teacher Relationships (Poster 32)

• In Event: AERA Poster Session Seven
  In Poster Session: Early Education and Child Development SIG Posters

Abstract

Teachers of children with language and behavior disorders may perceive their relationships with students to be negative or conflictual; however, it is unclear if children feel similarly. This study used reflexive thematic analysis to examine how 120 kindergarteners at risk for language and behavior disorders described their teacher relationships. Four themes were developed based on interview responses. Themes showed that: 1) children link liking to affect, 2) children struggle to describe getting along with teachers, or 3) have reasoning related to behavior. Finally (4), children had simplistic reasoning for liking and getting along with teachers. Findings indicate children understand the difference between liking and getting along and children at risk for behavior disorders understand how behavior influences their teacher relationships.

Authors

• Robin Sayers, University of Maryland
  Presenting Author

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