Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior.

Abstract

This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

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