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

scholarly journals The impact of Theraplay® therapy on parent-child interaction and child psychiatric symptoms: a pilot study

2020 ◽  
Vol 9 (3) ◽  
pp. 331-352
Author(s):  
Saara Salo ◽  
Marjo Flykt ◽  
Jukka Mäkelä ◽  
Lotta Lassenius-Panula ◽  
Riikka Korja ◽  
...  
Keyword(s):  
Pilot Study ◽  
Psychiatric Symptoms ◽  
Child Interaction ◽  
Child Psychiatric ◽  
Parent Child Interaction ◽  
Child Psychiatric Symptoms ◽  
The Impact ◽  
Parent Child

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

A placebo-controlled, random-assignment, parallel-group pilot study of adjunctive topiramate for patients with schizoaffective disorder, bipolar type

2007 ◽  
Vol 9 (6) ◽  
pp. 609-617 ◽  
Author(s):  
KN Roy Chengappa ◽  
David J Kupfer ◽  
Haranath Parepally ◽  
Vineeth John ◽  
Ranita Basu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Schizoaffective Disorder ◽  
Random Assignment ◽  
Parallel Group ◽  
Bipolar Type

scholarly journals Interaction Between Significant Adult and Toddler in Russia and Vietnam

2019 ◽  
Vol 24 (6) ◽  
pp. 47-62
Author(s):  
I.N. Galasyuk ◽  
T.V. Shinina ◽  
A.A. Shvedovskaya ◽  
I.G. Morozova ◽  
E.V. Efremova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Pilot Study ◽  
Focus Group ◽  
Focus Group Interviews ◽  
Cultural Contexts ◽  
Neurocognitive Development ◽  
Child Interaction ◽  
Group Interviews

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

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