Teachers can at times view behavioural intervention procedures as time‐consuming. Thus, socially‐valid classroom‐based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship‐building component was added to target positive student‐teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher‐reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student‐teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.

中文翻译：

---

建立师生关系并改善课堂教师的行为管理

教师有时会认为行为干预程序很耗时。因此，社会上有效的基于课堂的干预是行为成功的关键组成部分。本研究调查了传统行为干预对两名表现出具有挑战性行为（包括攻击性、发脾气和不服从）的幼儿园学生的影响。值得注意的是，发现传统的行为程序不足以单独大幅减少行为。因此，添加了一个建立关系的组件，以针对积极的师生关系。学生的成绩导致挑战行为以及教师报告的行为显着减少，显示在所有测量期间都有所减少。持续的教师咨询，