Teacher‐child relationships as mediators between repetitive behaviors and school adjustment in preschoolers with <scp>ASD</scp>

Abstract Early school adjustment is an important process for children with autism spectrum disorder, as it influences not only their academic success but also the development of social communication and interaction skills. Several factors influence school adjustment, but the quality of the teacher‐child relationship plays a decisive role. Therefore, the characteristics of children with autism spectrum disorder and how they affect the teacher‐child relationship, as well as the impact of this relationship on the children's school adjustment process, should be examined. This study explored the direct and indirect relationships between preschoolers' with autism spectrum disorder repetitive behaviours, teacher‐child relationship quality, and school adjustment, addressing a significant gap in the literature. Ninety‐six (16 females, 80 males) children diagnosed with autism spectrum disorder and aged between 24 and 93 months participated in the study. The children in the study attend MoNE‐affiliated preschools and special education centres in Ankara. The path analysis results demonstrated that self‐injurious behaviours and insistence on sameness affected conflictual teacher‐child relationships, while restricted interests negatively and indirectly impacted school adjustment through close teacher‐child relationships. The findings highlight the need for school‐based interventions for repetitive behaviours to improve teacher‐child relationships and enhance school adjustment in children with autism spectrum disorder.