Impact of a teacher -child rapport building intervention on classroom compliance and maladaptive behaviour in children with behavioural difficulties.

摘要

Two studies explored the effectiveness of a teacher conducted rapport-building intervention on elementary school children's classroom conduct difficulties. Study 1 piloted procedures and the potency of this intervention on child behaviours following an ABAB design with an added multiple baseline element. Pre-treatment observations revealed high levels of non-compliant, off-task and maladaptive behaviour for a grade three male child. The teacher was trained to use contingent praise, mirroring, and warm responsiveness in 10 minute rapport-building sessions that preceded classroom observations during intervention phases. Compliance and on-task behaviour improved during these phases and maladaptive behaviour diminished. Study 2 further investigated the effectiveness of the teacher-child rapport-building sessions on compliance and maladaptive behaviour of 10 children in two separate classrooms. Teachers were trained using a video of a teacher modeling the rapport-building techniques with a student, which teachers discussed and practiced during role plays. The rapport building sessions were associated with a significant improvement in students' levels of compliance and maladaptive behaviour in the classroom. The intervention is discussed with regard to its potential to improve the classroom cooperation of children with behavioural difficulties.