The Relationship Between Teacher-Child Interactions and Young Children's Problem Behavior: Preliminary Results

Introduction: Research supports the importance of teacher-child interactions in the development and display of young children’s problem behaviors. When young children with significant problem behaviors enter early childhood programs, they often have elevated levels of teacher-child conflict and increasing problem behaviors throughout the school year. Additionally, the classroom environment and teacher beliefs may impact teacher-child interactions and the trajectory of young children’s behavior. Clearly, the relationship between the teacher-child interactions and young children’s problem behavior is an important area for research. Viewed through the lens of Sameroff’s transactional model (1975), these interactions are bi-directional and reciprocal and can either serve a protective factor for these young children or become an additional risk factor, which increases their problem behaviors.

The BEST in CLASS intervention, designed for young children at elevated risk for emotional/behavioral disorders, enhances their teachers’ use of effective instructional practices, which improves teacher-child interactions and positive child social and behavioral outcomes. This paper presents findings on the effects of BEST in CLASS on the relationship between teacher-child interactions and children’s problem behaviors.

Methods: Teachers were randomly assigned to the BEST in CLASS condition (N=48) and a comparison condition (N=50) and children’s social behavioral outcomes were also recorded (N=111 BEST in CLASS; N=100 comparison). To examine the effects of BEST in CLASS on teacher-child interactions, we employed the InCLASS and the Student-Teacher Relationship Scale. Child social and behavioral outcomes were measured using the C-TRF and the SSIS.

Results: Significant effects were found on the inCLASS Conflict and Teacher Interaction subscales. BEST in CLASS group participants experienced less teacher and peer conflict and more positive teacher-child interactions than participants in the comparison condition. Similarly, results on the STRS Conflict subscale further confirmed a greater decrease in teacher-child conflict for BEST in CLASS participants as compared to comparison participants. Additionally, significant group differences were found for children who participated in the BEST in CLASS intervention on the C-TRF Externalizing and Total Problem behavior subscales. Children in the treatment condition had lower levels of externalizing and total problem behaviors following intervention than children in the control group. On the SSIS Social Skills subscale, results indicated that BEST in CLASS children had greater social skills than control participants at post-intervention.

Conclusions: These findings suggest that BEST in CLASS holds promise for improving teacher-child interactions and the social and behavior competence of young children who are at elevated risk for emotional/behavioral disorders.