Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Effects of Relationship History on Student Responding in an Academic Setting

  • Regan Weston, Ph.D. (Author) Baylor University image/svg+xml
    Regan Weston, PhD, is a Clinical Assistant Professor in the Department of Health and Human Services at the University of Dayton in Dayton, Ohio. She oversees all practicum and fieldwork experiences for graduate students enrolled in the online Applied Behavior Analysis program.
  • Tonya Davis, Ph.D. (Author) Baylor University
    Tonya N. Davis, Ph.D., is a Professor of Educational Psychology at Baylor University in Waco, Texas where she serves as the Applied Behavior Analysis Graduate Program and the Director of the Baylor Clinic for Assessment, Research, and Education (CARE).
  • Abby Hodges, MsED, BCBA (Author) Baylor University
    Abby Hodges, MsED, BCBA. Abby earned her master’s degree in education with a specialization in Autism and developmental disabilities at the University of Texas at Austin. She is a Board-Certified Behavior Analyst. Abby is currently working on her PhD in Child, Family, and School Psychology at the University of Denver.
DOI
https://doi.org/10.64546/jaasep.420
Abstract
Rapport between educators and students has been suggested as an important factor contributing to an effective educational setting. Rapport can be difficult to measure due to idiosyncratic characteristics; however, challenging behavior exhibited by an individual has been used to determine whether two individuals share a quality relationship. Although practitioners are frequently encouraged to established rapport to maximize educational benefit with students, there is no consensus regarding specific activities and duration associated with rapport-building other than the establishment of rapport requires some passage of time. Currently there is a lack of research comparing behaviors exhibited by an individual in the presence of an instructor with a prior relationship history and in the presence of an instructor with no history. This study compared the rate of correct responding and challenging behavior emitted by participants in the presence of an instructor in which they had previously worked and a second instructor with whom they had no previous interaction. Results indicate no marked differences in patterns of responding between the two therapists.
Keywords
Autism, Children, Educational Psychology, Interpersonal Relationship, Pervasive Developmental Disorders, Student Behavior
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How to Cite
Weston, R., Davis, T., & Hodges, A. (2020). The Effects of Relationship History on Student Responding in an Academic Setting. Journal of the American Academy of Special Education Professionals, 15(1), 134-145. https://doi.org/10.64546/jaasep.420

Winter 2020

Article Information

  • Article Type Articles
  • Submitted December 25, 2019
  • Published February 15, 2020
  • Issue Winter 2020
  • Section Articles
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