The present study examined differences in student–teacher relationship quality and engagement with schoolwork between boys from regular education and boys from special education for students with autism spectrum disorders (ASD). We also investigated whether the strength of associations between student–teacher relationship quality and engagement differed across boys from regular and special education. Third-to-sixth grade boys from regular education (N = 182) and special education for ASD (N = 113) reported about the relationship with their teachers (closeness, conflict) and their school engagement. Multilevel modeling showed that boys from special education for ASD reported more conflict and less engagement than boys from regular education. Furthermore, the association between conflict and engagement was stronger for boys from special education than from regular education. Future research may aim to investigate conflict in relationships with boys from special education for ASD as a potential target for teacher interventions.

本研究调查了自闭症谱系障碍（ASD）学生中，正规教育的男孩与特殊教育的男孩之间的师生关系质量和参与功课的差异。我们还调查了男生与普通教育和特殊教育之间的师生关系质量和敬业度之间的关联强度是否有所不同。接受正规教育（N  = 182）和接受ASD特殊教育的N至六年级男孩（N = 113）报告了与老师的关系（亲密，冲突）和他们的学校参与程度。多层次建模显示，来自ASD特殊教育的男孩比来自正规教育的男孩报告更多的冲突和更少的参与。此外，接受特殊教育的男孩比接受正规教育的男孩，冲突和参与之间的联系更强。未来的研究可能旨在调查来自ASD特殊教育的男孩与男孩之间的冲突，以此作为教师干预的潜在目标。