Student–teacher relationships of children with autism spectrum disorder: Distinct contributions of language domains

Conclusions and implicationsPragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research