Associations Between Student Behavior, Teacher Practice Delivery and Teacher Student Relationships: An Integrative Data Analytic Approach

This study used integrative data analysis (IDA) to examine student teacher relationship profiles within student problem behavior, teacher delivered practices, and teacher-student relationships, and the influence of profiles on distal outcomes in early childhood and early elementary classrooms with students with or at risk for EBD. Typically, samples from these two age groups are considered separately, however, we use IDA procedures such as data harmonization to identify measures from three separate federally funded studies spanning ages (3-8) to examine these phenomena across these developmental ranges. Using an exploratory approach to latent profile analysis (LPA) and including Conflict, Closeness, Teacher Delivery of Practices, Social Skills, and Problem Behavior scores as indicators, we found significant evidence for the existence of four student teacher relationship profiles among our sample of 196 student-teacher dyads observed across three different datasets. These dyads roughly corresponded to what we describe as four different teacher-student interaction profiles: 1) Responsive, 2) Unresponsive, 3) Difficult, and 4) Challenging. Nearly 80 percent of dyads fell into profiles 1 or 3, with the remaining dyads split between profiles 2 and 4. Further, we found that profile membership did predict significant differences on most of the same measures observed at Time 2, in the Spring. Findings from the present study provide evidence that teacher student relationships in early childhood and elementary school classrooms are multifaceted and that transactional processes inherent in these relationships influence some outcomes at the end of the school year.

A Study on the Impact of Parent-child Relationship and Socioeconomic Status on Problem Behaviour among Children

Aim: The aim of study was to examine whether there exists significant difference in problem behavior among children with the variation in socioeconomic status in the family and parent child relationship (mother-child and father-child relationship). Study Design: A cross-sectional analytical study. Place and Duration of Study: Data collected in group (maximum with 20 participants by maintaining necessary Covid protocols) at schools in Kolkata with special appointment and after taking consent from the school authority and the participants in November, 2021. Methodology: 100 Bengali parents as participants from Kolkata with 30 to 45 years of age and having children within 10 years of age were included following necessary inclusion criteria. The tools used for the study were an information schedule, modified Kuppuswamy SES scale, the Child Behaviour Checklist and parent child relationship scale. Results: Results revealed that the problem behavior in children differed significantly due to the variation in socioeconomic status of the family and parent child relationship (in terms of mother child and father child relationship). Thus, the impact of socioeconomic status and parent child relationship on problem behavior among children is significant (P< .001). Conclusion: The present study concludes that there are significant impact of socioeconomic status and parent child relationship on problem behavior of the children. The present study has implications in emphasizing that socioeconomic status of the family and nature of parent child relationship play a pivotal role in generating internalizing and externalizing problem behaviors sometimes separately and sometimes together which gradually may turn into developing chronic psychological disturbances. Therefore, immediate measures should be taken to develop concern and to implement psychological intervention.

Behavioral Assessment and Treatment of Aerophagia

Aerophagia is characterized by excessive air swallowing and can have serious negative effects on one’s health. We present the assessment and treatment of a 16-year-old girl, Khloe, with developmental disabilities and aerophagia. The initial assessment indicated that aerophagia occurred primarily to access attention in a divided attention context; however, our function-based treatment did not result in a clinically significant reduction in problem behavior. We then conducted a second assessment that indicated that Khloe’s aerophagia indeed occurred primarily in a divided attention context, but that it persisted independent of social consequences. We concluded that the divided attention context served as a motivating variable for aerophagia. Our second treatment consisted of differential reinforcement of other behavior, noncontingent access to competing stimuli, and graduated exposure to contextual variables (i.e., people and divided attention) that occasioned aerophagia. The treatment was successful in reducing rates of aerophagia. We discuss implications for assessment and treatment, as well as recommendations for clinicians and students.