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The study evaluates students in preK-12 in a southeastern U.S. state, using pre- and post-surveys and a two-week implementation of targeted positive behavior interventions. Particular focus is placed on students with prior discipline referral history, addressing whether short-term PBIS alters closeness and conflict. Literature review covers teacher-student relational outcomes and PBIS impacts on behavior, referrals, suspensions, and school climate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultivating-positive-teacher-student-relationships-effects-of-tailored-positive-behavior-support-interventions-on-classroom-discipline/593337/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultivating-positive-teacher-student-relationships-effects-of-tailored-positive-behavior-support-interventions-on-classroom-discipline/593337.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research study focus on regarding PBIS?","Question",{"text":112,"@type":113},"The study examines how PBIS influences student-teacher relationships and classroom behavior dynamics, with attention to closeness and conflict measures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the PBIS intervention implemented in the study?",{"text":117,"@type":113},"The research used pre- and post-surveys and a two-week application of selected positive behavior interventions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are students with prior discipline referrals emphasized?",{"text":121,"@type":113},"The central research question targets how a short-term PBIS intervention affects student-teacher relationships specifically for students with a history of discipline referrals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593337,1792101726,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Cultivating Positive Teacher-student Relationships: Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline  \nBy Rene Martinez ∗, Mervyn Wighting ± & Marissa Ash °  \nThis research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of positive behavior support strategies. The research utilized a methodology involving pre-and post-surveys along with a two-week application of chosen positive behavior interventions, particularly targeting students with prior discipline referrals. The central research question investigated the influence of a short-term positive behavioral support intervention on student-teacher relationships, specifically among students with a history of discipline referrals.  \nKeywords: school discipline, teacher-student relationships, students’ behavior, PBIS, teacher preparation.  \nIntroduction  \nIn recent years, fostering positive student-teacher relationships in a K-12 environment has become increasingly recognized as a crucial element in creating a supportive and conducive learning environment. Positive Behavioral Interventionsand Supports (PBIS) have emerged as a promising framework to enhance these relationships by providing strategies to address behavioral challenges and promote positive interactions. This research paper examines the effectiveness of PBIS in improving student-teacher relationships through quantitative analyses on closeness and conflict and explores the impact of different PBIS methods. By investigating the outcomes of PBIS interventions, this study aims to provide insights for educatorsand school leaders to optimize behavior support strategies and to cultivate harmonious student-teacher relationships in classroom settings. The study builds on a line of research by the authors (Martinez, R. and Wighting, M.J. 2022, 2021), and its focus is on students who have received referrals for discipline infractions.  \n∗Adjunct Professor, Regent University, USA.  \n±Professor, Regent University, USA.  \n°Doctoral Candidate, Regent University, USA.  \nReview of the Literature  \nTeacher-Student Relationships  \nExisting research underscores the crucial role of positive teacher-student relationships in academic achievement and student well-being. Studies have highlighted increased student engagement, motivation, and self-esteem as outcomes ofsupportive relationships with teachers. Notably, the quality of these relationships is linked to positive behavior and a conducive learning environment (Roorda et al., 2011; Hamre & Pianta, 2001). Students' interactions and subsequent relationships with teachers are paramount for their emotional regulation, attention, problem solving, and subsequently their academic achievement (Pianta, 2006). A study conducted in the two different curriculum areas of math and physical education (Jowett et al., 2023) found that teacher-student relationships have a strong impact on academic engagement and progress and that students whose relationships with their teachers are of high quality are more likely to experience positive affect, enjoyment, and intrinsic motivation, as well as higher levels of physical self-concept and perceived competence. Conversely, a study conducted on the effects of the Covid-19 pandemic on teacherstudent relationships (Farris et al., 2023), reported that the rapid change from inperson to remote learning led to turbulence and turmoil in relationships leading to a negative effect on the promotion of academic goals. In a synthesis of the relevant literature, Dai (2024) concluded that a positive teacher-student relationship can not only improve students’ classroom participation and act as an intermediary to regulate students’ emotions, but also cultivate students’","cbCaifl2cxROIGC8","https://ap.wps.com/l/cbCaifl2cxROIGC8","pdf",133896,13,"English","# Introduction\n## Positive Behavioral Interventions and Supports (PBIS)\n# Review of the Literature\n## Teacher-Student Relationships\n## Impact of PBIS on Student Behavior\n## Impact of PBIS on School Climate and Student Discipline","[{\"question\":\"What does the research study focus on regarding PBIS?\",\"answer\":\"The study examines how PBIS influences student-teacher relationships and classroom behavior dynamics, with attention to closeness and conflict measures.\"},{\"question\":\"How was the PBIS intervention implemented in the study?\",\"answer\":\"The research used pre- and post-surveys and a two-week application of selected positive behavior interventions.\"},{\"question\":\"Why are students with prior discipline referrals emphasized?\",\"answer\":\"The central research question targets how a short-term PBIS intervention affects student-teacher relationships specifically for students with a history of discipline referrals.\"}]","Cultivating Positive Teacher-student Relationships - Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline | PDF",1792077083,33]