Targeting teacher-child interactions: Effects of two preventive interventions on child and teacher adjustment

Over the last two decades, interest in the role of teacher-child interactions in child development has increased. Interactions between teachers and individual children, as well as between teachers and the entire classroom, have been shown to play an important role in children’s school adjustment. Based on these findings, several intervention programs targeting interactions between teachers and young children have been developed, in order to positively affect later child development. Studies on such interventions remain limited, however, and mainly focus on child psychosocial outcomes. In this dissertation, we focus on two poorly examined outcomes of preventive interventions targeting teacher-child interactions: child academic adjustment and teacher adjustment.
The main aim of this dissertation was to examine to what extent targeting teacher-child interactions can improve child academic adjustment (Study 1, 2, and 3). An additional aim was to examine to what extent interventions targeting teacher-child interactions may lead to improved teacher adjustment (Study 4). We investigated both research aims using randomized controlled trial studies with two preventive interventions: the Good Behavior Game (GBG) and Playing-2-gether (P2G). The GBG is a universal, classroom-based intervention targeting teacher-child interactions in elementary school, in order to improve child school adjustment. P2G is an indicated, preventive intervention targeting interactions between teachers and preschoolers with externalizing behavior, aimed at enhancing behavioral development. In Study 1 (N=310), conducted in Flanders, children in the experimental condition received the GBG in second and third grade. Children’s baseline level of spelling was available (pre-test). A standardized spelling test was administered in sixth grade (follow-up). In Study 2 (N=517), conducted in the Netherlands, the GBG was implemented in first and second grade. Academic achievement tests in mathematics, language, environmental studies, and study skills were administered in sixth grade (follow-up). Study 3 and 4 used a sample of 175 dyads of teachers and preschool boys with signs of externalizing behavior. Teacher and child ratings were collected before (Time 1), between two intervention components (Time 2), and at the end of the P2G intervention (Time 3).
Study 1 and 2 showed that the GBG can improve academic achievement in the long run for certain groups of elementary school children, such as children with low academic skills, children from a non-Western background, and girls. Study 3 showed that P2G leads to more academic engagement and, to a lesser extent, higher academic achievement among preschool boys at risk for externalizing behavior. In addition, Study 4 showed that P2G increases teacher perceived control over the child’s behavior and, to a lesser extent, increases positive teacher emotions in interaction with this child, while decreasing negative emotions. Part of these effects can be explained through increased child behavioral engagement following the P2G intervention.
In sum, the studies in this dissertation provide support for the assumption that interventions targeting teacher-child interactions may improve child academic adjustment and teacher adjustment, particularly among at risk children. In the general discussion, we present further theoretical and practical implications of our findings and suggestions for future research.