Graduation Year
2022
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D., BCBA-D
Committee Member
Raymond Miltenberger, Ph.D., BCBA-D
Committee Member
Kwang-Sun Blair, Ph.D., BCBA-D
Keywords
acceptance and commitment training (ACTr), psychological flexibility, staff performance, stress
Abstract
Teachers in classrooms with students who engage in challenging behavior often experience high levels of stress and may leave the profession. Few research studies have evaluated interventions to decrease teacher stress. Therefore, this study assessed the use of Acceptance and Commitment Training (ACTr) with teachers for decreasing stress and increasing positive interactions with students. The ACTr intervention consisted of both a one-time training and subsequent activities throughout the intervention phase of the study. Two self-report measures were administered during baseline and post follow-up observations. These self-report measures provided information on the levels of psychological distress the teachers were experiencing and levels of their stress. Additionally, direct observation data was collected on teacher positive and negative interactions with students across all phases of the study. Results indicated a slight increase in positive interactions with students from pre- to post-intervention and a decrease in negative interactions that also maintained at follow-up.
Scholar Commons Citation
Raaymakers, Taylor, "The Use of Acceptance and Commitment Training to Improve Teacher Interactions with Students" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9440
