Cultivating Positive Teacher-Student Relationships: Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline
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| Title: | Cultivating Positive Teacher-Student Relationships: Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline |
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| Language: | English |
| Authors: | Rene Martinez, Mervyn Wighting, Marissa Ash |
| Source: | Athens Journal of Education. 2025 12(3):369-382. |
| Availability: | Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Teacher Student Relationship, Positive Behavior Supports, Discipline, Preschool Education, Elementary Secondary Education, Program Effectiveness, Student Behavior, Behavior Problems, Behavior Modification, Teacher Attitudes |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale |
| ISSN: | 2407-9898 2241-7958 |
| Abstract: | This research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of positive behavior support strategies. The research utilized a methodology involving pre- and post-surveys along with a two-week application of chosen positive behavior interventions, particularly targeting students with prior discipline referrals. The central research question investigated the influence of a short-term positive behavioral support intervention on student-teacher relationships, specifically among students with a history of discipline referrals. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479966 |
| Database: | ERIC |
| Abstract: | This research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of positive behavior support strategies. The research utilized a methodology involving pre- and post-surveys along with a two-week application of chosen positive behavior interventions, particularly targeting students with prior discipline referrals. The central research question investigated the influence of a short-term positive behavioral support intervention on student-teacher relationships, specifically among students with a history of discipline referrals. |
|---|---|
| ISSN: | 2407-9898 2241-7958 |
