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Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting
Aaron R. Lyon1,
Rachel A. Gershenson2,
Farahnaz K. Farahmand2,
Peter J. Thaxter2,
Steven Behling2,
and
Karen S. Budd2*
1 University of Washington
2 DePaul University
* To whom correspondence should be addressed. E-mail: kbudd{at}depaul.edu.
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Abstract |
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This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg’s Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers’ positive attention skills and consistent discipline in order to enhance children’s psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive teacher-child interactions in a preschool setting and should receive further investigation.
First published on September 23, 2009, doi:10.1177/0145445509344215
Behavior Modification 2009;33:855.
A more recent version of this article appeared on November 1, 2009
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