Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Author ORCID Identifier



Open Access Dissertation

Document Type


Degree Name

Doctor of Philosophy (PhD)

Degree Program

School Psychology

Year Degree Awarded


Month Degree Awarded


First Advisor

Amanda M. Marcotte

Second Advisor

Sara A. Whitcomb

Third Advisor

Elizabeth A. Harvey

Subject Categories

School Psychology


Although the nature of teacher-child relationships is a known factor in academic and social success, little research has focused on methods to improve these relationships at the classwide level. Social emotional learning has been proposed as a method to improve child social skills, a significant factor in promoting positive interpersonal relationships. In addition, teacher performance feedback has been shown to increase use of effective behavior management practices. However, no research to date has examined the effects of a comprehensive intervention involving delivery of a social emotional learning curriculum with performance feedback on the proportion of positive and negative teacher-child interactions observed in the classroom. Using a single subject ABCBC reversal design, this study examined the effects of Strong Start: K-2 with performance feedback on a measure of teacher-child interactions. A combination of curriculum delivery and performance feedback was found to increase positive interactions and decrease negative interactions as measured by an adapted version of the Teacher Coder Impressions Inventory (TCI; Webster-Stratton et al., 2008).