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Building student‐teacher relationships and improving behaviour‐management for classroom teachers

Teachers can at times view behavioural intervention procedures as time‐consuming. Thus, socially‐valid classroom‐based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship‐building component was added to target positive student‐teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher‐reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student‐teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.