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Updated: Jun 18, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Student-teacher relationship stability across early school years for children with intellectual disability or typical
Jan Blacher1, Bruce L Baker, Abbey S Eisenhower
1Graduate School of Education, University of California, Riverside, CA 92521, USA. Jan.blacher@ucr.edu
Abstract:
Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student-teacher relationships predicted subsequent changes in child behavior problems and social skills. Student-teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.
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