UC Riverside

Positive student-teacher interactions have been linked to academic and social-success of all students. The present study examined the effects of the First Steps to Success program in improving the teacher-student interaction of three Latino English Language Learners (ELL) participants identified as at risk for behavioral and academic problems. A single subject multiple baseline research design was employed for this study. Data showed a functional relationship between the behavioral intervention and an increase in positive teacher and participating student interactions. Implications in regards to improving teacher student relationships of ELLs in early grades will be discussed.