Date of Completion
teacher-student interactions, teacher-student relationships, consultation, positive, student behavior
Lisa M. H. Sanetti, PhD
Sandra M. Chafouleas, PhD
Susannah R. Everett, PhD
Field of Study
Doctor of Philosophy
Research suggests that positive interactions between teachers and students are linked to a myriad of positive academic and behavioral student outcomes (Connor, Son, Hindman, & Morrison, 2005; Curby, Rimm-Kaufman, & Ponitz, 2009; Mashburn et al., 2008; Merritt, Wanless, Rimm-Kaufman, Comeron & Peugh, 2012). However, interactions between teachers and students with learning or behavioral difficulties are often characterized by fewer positive interactions (Cook & Cameron, 2008). Available interventions to increase positivity between teachers and students reveal major limitations. To address this issue, feasible and effective interventions to increase positive interactions between teachers and students are needed. As such, the objective of the current study was to test the efficacy of using a consultative approach to increase teachers’ use of positive interactions with students in schools. The effect of increasing positive teacher-student interactions on various outcomes (e.g., academic skills, problem behaviors, teacher-student relationship) was also investigated. Results provide preliminary evidence that the intervention increased positivity between dyads, especially with regards to the ratio of positive statements to negative statements. The consultation resulted in positive student outcomes (i.e., decreased off-task and noncompliance), and some initial but limited evidence of improved relationships was observed. Further, the teacher participants deemed the intervention to be feasible and acceptable.
Gallucci, Jennifer J., "Investigating the Effect of Increasing Positive Teacher-Student Interactions on Adolescent Behavior and Teacher-Student Relationships" (2014). Doctoral Dissertations. 502.