An Examination of Conjoint Behavioral Consultation's Effects on Teacher-Student Interactions
Project InformationPrincipal Investigator: Sonya Bhatia
Co-Principal Investigator: Susan Sheridan
Funding Agency: Buffett Early Childhood Institute
Award Date: July 01, 2017
Theme: , Psychosocial Development & Social-Emotional Learning
Project URL: N/A
For more information please contact Sonya Bhatia at firstname.lastname@example.org.
Young children with disruptive classroom behavior are at-risk for negative interactions with their teachers. Research shows that when such behavior is unaddressed, a cycle of poor student-teacher interactions and child problem behaviors puts those children at increased risk for long-term negative social, academic and behavioral outcomes.
Conjoint Behavioral Consultation, also known as Teachers and Parents as Partners (TAPP), is a research-based, structured, problem-solving process that supports strong collaboration between families and schools to enhance students’ academic, behavioral and social outcomes.
While previous studies have examined TAPP’s effectiveness at supporting relationships between teachers and parents, no research had yet explored how TAPP supports interactions and relationships between teachers and students.
This project includes 41 teachers and 71 children, grades K-3, with behavior problems. Teachers and students were grouped by participating and non-participating groups for comparison. Research explores how TAPP influences teacher-student interactions.
Using a new interactive observation measure that evaluates interactions between students and teachers — the Student-Teacher Interaction Measure (STIM) — more than 500 classroom observation videos from a previous TAPP study conducted in rural communities will be coded and examined.
This research aims to determine how TAPP effects student-teacher interactions, and to provide further empirical support for TAPP’s use with young children with behavior problems in rural schools.