Using Banking Time to Improve Student-Teacher Relationships and Student Behaviors
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Date
2005-04-06
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Abstract
Both Attachment Theory and correlational studies suggest that high quality teacher relationships may play a role determining student social and academic outcomes, particularly for students who enter school with preexisting risk factors. Interventions involving play therapy methods have been shown to improve child-caregiver relationships and child outcomes. Though most of these techniques have been implemented with child-parent dyads, some have been adapted for use with students and teachers. The purpose of this study was to examine the effectiveness of one such technique, Banking Time, for improving student-teacher relationship quality, student behavior, and teacher time spent on instructional activities. Because student-teacher relationship quality was manipulated using Banking Time, the study was also intended to provide preliminary evidence regarding the causal association between relationship quality and student outcomes.
Banking Time was tested using a multiple-baseline design with three early elementary school student-teacher dyads. Mild improvements were reported for one of the student-teacher dyads, but overall, there was little to no evidence that Banking Time enhanced student-teacher relationships or improved child behavior. The lack of significant findings is discussed in terms of limitations present in the current study as well as possible weaknesses in the Banking Time intervention itself. Implications for future research and practice are also presented.
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Keywords
student behaviors, student-teacher relationships, consultation, intervention, Banking Time
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Degree
PhD
Discipline
Psychology
