EFFECTS OF TEACHER-CHILD INTERACTION TRAINING (TCIT) ON TEACHER RATINGS OF BEHAVIOR CHANGE

2014 ◽  
Vol 51 (8) ◽  
pp. 850-865 ◽  
Author(s):  
Lauren L. Garbacz ◽  
Kristen E. Zychinski ◽  
Rachel M. Feuer ◽  
Jocelyn S. Carter ◽  
Karen S. Budd
Keyword(s):  
Behavior Change ◽  
Teacher Ratings ◽  
Child Interaction ◽  
Teacher Child Interaction Training

Stability of externalizing symptoms from kindergarten to first grade and factors related to instability

1990 ◽  
Vol 2 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Robert C. Pianta ◽  
Constance B. Caldwell
Keyword(s):  
Cognitive Ability ◽  
Externalizing Problems ◽  
Externalizing Symptoms ◽  
First Grade ◽  
Teacher Ratings ◽  
Self Control ◽  
Learning Problems ◽  
Child Interaction ◽  
Cutoff Scores ◽  
Anxious Behavior

AbstractThis article examines the frequency and stability of externalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Using cutoff scores on teacher ratings, an average of 20% of the children were rated as having moderate externalizing problems in kindergarten and first grade. For both boys and girls, parent-teacher stability correlations ranged from .34–.45, and kindergarten teacher ratings from November and April correlated at .76. Instability in externalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors. For girls these included learning problems, shy-anxious behavior, mother-child interaction measures, and cognitive ability. Factors related to instability for boys included learning problems, social skills, cognitive ability, and self-control. These variables accounted for an additional 40% of the variance for boys (50% for girls) in first grade externalizing symptoms after controlling for externalizing symptoms in kindergarten.

Teacher-Child Interaction Training: A Pilot Study With Random Assignment

2015 ◽  
Vol 46 (4) ◽  
pp. 463-477 ◽  
Author(s):  
Melanie A. Fernandez ◽  
Jonathan S. Adelstein ◽  
Samantha P. Miller ◽  
Margaret J. Areizaga ◽  
Dylann C. Gold ◽  
...  
Keyword(s):  
Pilot Study ◽  
Random Assignment ◽  
Child Interaction ◽  
Teacher Child Interaction Training

Stability of internalizing symptoms from kindergarten to first grade and factors related to instability

1989 ◽  
Vol 1 (4) ◽  
pp. 305-316 ◽  
Author(s):  
Robert C. Pianta ◽  
Joanna Castaldi
Keyword(s):  
Internalizing Symptoms ◽  
First Grade ◽  
Teacher Ratings ◽  
Attention Problems ◽  
Teacher Nominations ◽  
Child Interaction ◽  
Mother And Child ◽  
Cutoff Scores ◽  
Child Intelligence ◽  
Parent And Teacher Ratings

AbstractThis research examines the frequency and stability of internalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Of the sample, 4% were nominated as depressed by teachers. With the use of cutoff scores on teacher ratings, an average of 17% of the children were rated as having moderate problems on the internalizing scale in November and April of kindergarten, and in February of first grade. Parent-teacher stability correlations ranged from .24 to .27, while teacher ratings from November and April correlated at .60. Instability in internalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors, most notably, attention problems, reliance on mother, and child intelligence. These factors combined to account for an additional 8% of the variance in first grade internalizing symptoms after controlling for internalizing symptoms in kindergarten.

Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting

2009 ◽  
Vol 33 (6) ◽  
pp. 855-884 ◽  
Author(s):  
Aaron R. Lyon ◽  
Rachel A. Gershenson ◽  
Farahnaz K. Farahmand ◽  
Peter J. Thaxter ◽  
Steven Behling ◽  
...  
Keyword(s):  
Child Interaction ◽  
Teacher Child Interaction Training ◽  
Preschool Setting

scholarly journals A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children

2018 ◽  
Vol 38 (3) ◽  
pp. 146-161 ◽  
Author(s):  
Rebecca M. Kanine ◽  
Yo Jackson ◽  
Lindsay Huffhines ◽  
Alexandra Barnett ◽  
Katie J. Stone
Keyword(s):  
Child Outcomes ◽  
Post Treatment ◽  
Social Emotional ◽  
Emotional Skills ◽  
Maltreated Children ◽  
Therapeutic Preschool ◽  
Child Interaction ◽  
Teacher Child Interaction Training ◽  
Parent Child

Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2–5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children’s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U’s effectiveness in a therapeutic setting for children exposed to maltreatment.

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