Graduation Year


Document Type




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


acceptance and commitment training (ACTr), psychological flexibility, staff performance, stress


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.