UC Riverside

As the number of young autistic students increases in the general education setting, a critical relationship that fosters positive academic, behavioral, social, and emotional outcomes in all students is the student-teacher relationship (STR). Autistic students are at greater risk of experiencing poorer STRs, with less closeness and more conflict, compared to other student populations. Individual differences in autistic students’ biological and behavioral characteristics and their interaction with the environment may play unique roles in understanding STR quality. Moreover, as numerous studies have investigated factors related to teacher-reported STRs, it is essential to consider autistic students’ perspectives in the STR dyad. Thus, this study aimed to examine what student, parent, and teacher characteristics may be associated with teacher- and student-reported STRs. The current study included a sample of 122 young (aged 4-7 years) autistic students, their parents, and their teachers. Student, parent, and teacher factors contributing to teacher- and student-reported STR quality were explored using regression and moderation analyses. Findings suggested that better social skills and less negative parenting behaviors were significantly associated with STR closeness, over and above other student characteristics; whereas poorer social skills and more time spent in the general education classroom were significant contributors to STR conflict. Regarding student-reported STRs, higher IQ was related to less student-reported negativity with their teachers; more frequent use of teacher praise and incentives was also related to more negativity with their teachers. On the other hand, better social skills and more positive parenting were significantly related to student-reported positivity with their teachers. Lastly, a moderation analysis was conducted to explore the interaction effect between student oxytocin receptor gene (OXTR) and parenting behaviors on STR quality. Results showed that student OXTR rs53576 allele variations were not significant moderators of the relationship between parenting behaviors and STRs. These findings provide new insights into the importance of not only individual student characteristics but also how parenting and teacher behaviors contribute to teacher- and student-reported STR quality.