Positive and multifaceted perceptions of Israeli kindergarten teachers contribute to developmental gains of children with developmental delay

Figures & data

Table 1. Descriptive statistics (N = 47).

Parental variables	Mean	SD	Range
Teachers’ FMSS-Valence – T1	2.36	.67	1–3
Number of developmental domains addressed in teachers’ FMSS – T1	3.55	.58	2–4
Children’s adaptive behavior – T1	78.76	14.06	27–106
Children’s adaptive behavior – T2	80.64	11.43	51–105
Children’s peer acceptance – T1	3.25	.37	2.38–3.92
Children’s peer acceptance – T2	3.36	.38	2.58–4.00
Children’s IQ – T1	61.98	11.38	49–86

Note: T1 = Time 1; T2 = Time 2.

Table 2. Inter-correlations of study variables (N = 47).

	1	2	3	4	5	6	7
1. Teachers’ FMSS-Valence – T1	–	−.08	.22	.48***	.16	.20	.21
2. Number of developmental domains addressed in teachers’ FMSS – T1		–	.12	.16	−.14	.42**	−.07
3. Children’s adaptive behavior – T1			–	.54***	.04	.37*	.49***
4. Children’s adaptive behavior – T2				–	−.11	.35*	.31*
5. Children’s peer acceptance – T1					–	.40**	−.06
6. Children’s peer acceptance – T2						–	.01
7. Children’s IQ –T1							–

Note: T1 = Time 1; T2 = Time 2.

* p < .05. **p < .01. ***p < .001.

Table 3. Regression results of children’s adaptive behavior at T2 on child IQ, children’s adaptive behavior at T1, and teachers’ FMSS-valence (N = 47).

Variable in regression	Children’s adaptive behavior – T2
	β (entry)	β (final)	ΔR^2
Block 1			.29***
Children’s IQ – T1	.06	.01
Children’s adaptive behavior –T1	.51***	.45**
Block 2			.13**
Teachers’ FMSS-Valence – T1		.38**
Total R^2	.42
Final model	F (3, 43) = 10.53***

Note: T1 = Time 1; T2 = Time 2.

** p < .01. *** p < .001.

Table 4. Regression results of children’s peer acceptance at T2 on child IQ, children’s peer acceptance at T1, and number of developmental domains addressed in teachers’ FMSS (N = 47).

Variable in regression	Children’s peer acceptance – T2
	β (entry)	β (final)	ΔR^2
Block 1			.27**
Teachers’ education – T1	.19	.13
Teachers’ years of experience – T1	−.002	−.007
Children’s age – T1	.008	.003
Children’s peer acceptance – T1	.44**	.46**
Block 2			.16**
Number of developmental domains addressed in teachers’ FMSS – T1		.38**
Total R^2	.43
Final model	F (5, 41) = 6.19***

Note: T1 = Time 1; T2 = Time 2.

** p < .01. *** p < .001.