Date of Completion

7-16-2014

Embargo Period

7-16-2014

Keywords

teacher-student interactions, teacher-student relationships, consultation, positive, student behavior

Major Advisor

Lisa M. H. Sanetti, PhD

Associate Advisor

Sandra M. Chafouleas, PhD

Associate Advisor

Susannah R. Everett, PhD

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

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.

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