Conflict in an Interprofessional Therapeutic Preschool Project

1968 ◽  
Vol 17 (2) ◽  
pp. 79
Author(s):  
Marianne Cook
Keyword(s):  
Therapeutic Preschool

A therapeutic preschool for abused children: The KEEPSAFE project

1995 ◽  
Vol 19 (11) ◽  
pp. 1379-1386 ◽  
Author(s):  
R. Kim Oates ◽  
Jane Gray ◽  
Lindsay Schweitzer ◽  
Ruth S. Kempe ◽  
Robert J. Harmon
Keyword(s):  
Abused Children ◽  
Therapeutic Preschool

Intervention Services

2020 ◽  
pp. 165-192
Author(s):  
Emily Papazoglou
Keyword(s):  
Public School ◽  
School System ◽  
Grade Retention ◽  
Individualized Education Program ◽  
Public School System ◽  
Early Intervention Services ◽  
The Public ◽  
Therapeutic Preschool ◽  
Intervention Services ◽  
Set Up

This chapter introduces the reader to the different types of intervention available. This includes state-based early intervention services as well as the supports available through the public school system. Information on services provided by the public school system will be discussed including how to set-up an individualized education program, what steps to take if you are told your child does not qualify for school-based services, and whether you should consider grade retention. Private therapies and therapeutic preschool programs also will be discussed. Strategies to help you recognize when an intervention might be based on pseudoscience will be presented along with tips for identifying good quality information, including research articles that might be relevant for your child.

Documentation of change in problem behaviors among anxious and hostile-aggressive children enrolled in a therapeutic preschool program

1981 ◽  
Vol 11 (4) ◽  
pp. 232-240 ◽  
Author(s):  
David R. Anderson ◽  
Alice Long ◽  
Etta Leathers ◽  
Barbara Denny ◽  
Deborah Hilliard
Keyword(s):  
Problem Behaviors ◽  
Preschool Program ◽  
Therapeutic Preschool ◽  
Aggressive Children

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.

Salivary cortisol in maltreated children: Evidence of relations between neuroendocrine activity and social competence

1995 ◽  
Vol 7 (1) ◽  
pp. 11-26 ◽  
Author(s):  
Jordan Hart ◽  
Megan Gunnar ◽  
Dante Cicchetti
Keyword(s):  
Social Behavior ◽  
Social Competence ◽  
Salivary Cortisol ◽  
Reactivity Ratio ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Cortisol Reactivity ◽  
Maltreated Children ◽  
Therapeutic Preschool ◽  
Teacher Reports

AbstractSalivary cortisol concentrations (10:30–11:30 a.m.) and social behavior (observations and teacher reports) were examined in 33 maltreated (26 boys) and 16 comparison (8 boys) children. The maltreated children were studied for 31 days while they attended a therapeutic preschool for abused and neglected children. Children in the comparison sample were studied while attending a preschool serving economically disadvantaged families. Each child's cortisol values over days were used to compute measures of basal activity (median cortisol) and reactivity (ratio of quartile ranges). Median cortisol was not significantly correlated with social behavior measures. Cortisol reactivity was positively correlated with social competence and negatively correlated with shy/internalizing behavior. Maltreated children exhibited less cortisol reactivity then did comparison children. Maltreated children also scored lower in social competence and higher in shy/internalizing and acting out/externalizing behaviors. In additional analyses, maltreated children failed to show elevations in cortisol on days of high versus low social conflict in the classroom. Social competence was also found to correlate positively with cortisol levels on high-conflict days. In all, the results suggest a reduction in cortisol reactivity in maltreated children related to the impairment in social competence frequently noted among these children.

Behavioural and Developmental Gains Made in a Therapeutic Preschool and an Integrated Day Care Program: A Pilot Study

1988 ◽  
Vol 33 (6) ◽  
pp. 482-487 ◽  
Author(s):  
Susan J. Bradley ◽  
Nira Kolers ◽  
Nancy Cohen
Keyword(s):  
Pilot Study ◽  
Day Care ◽  
Care Program ◽  
Behaviorally Disordered ◽  
Therapeutic Preschool ◽  
Developmental Gains ◽  
Specialized Program ◽  
Made In

The outcomes after 8 months treatment for mildly delayed, behaviorally disordered preschoolers in a therapeutic preschool were compared with outcomes for similar children integrated into daycare centres on measures of development, language and behaviour. The results provide a measure of the gains achievable in a well resourced and specialized program.

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