Collaborating with Public School Partners to Implement Teacher-Child Interaction Training (TCIT) as Universal Prevention

Autor/inn/en	Budd, Karen S.; Garbacz, Lauren L.; Carter, Jocelyn S.
Titel	Collaborating with Public School Partners to Implement Teacher-Child Interaction Training (TCIT) as Universal Prevention
Quelle	In: School Mental Health, 8 (2016) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-015-9158-8
Schlagwörter	Public Schools; Partnerships in Education; Program Implementation; Teacher Student Relationship; Prevention; Preschool Children; Kindergarten; Classroom Techniques; Behavior Problems; School Personnel; Males; Special Education; Inservice Teacher Education; Preschool Teachers; Attention + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Hochschulpartnerschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Prävention; Vorbeugung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenführung; Schulpersonal; Male; Männliches Geschlecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerfortbildung; Erzieher; Erzieherin; Kindergärtnerin; Aufmerksamkeit
Abstract	This study expands on prior work investigating the transferability of parent-child interaction therapy, an efficacious treatment program targeting parents of children with disruptive behavior problems, for use as a universal preventive intervention targeting classroom teachers. Using a case study design, Teacher-Child Interaction Training (TCIT) was implemented sequentially with two groups of teachers (N = 20) and 169 preschool and kindergarten students in a public school setting. This study served as a pilot test for the feasibility of having local school staff independently implement TCIT, following training and participation in an initial delivery of TCIT conducted by a research team. Controlling for teacher effects, teacher ratings of children's total protective factor scores (TPF) significantly increased and ratings of behavior concerns (BC) significantly decreased over the course of the intervention. Boys and students qualifying for special education received lower TPF and higher BC ratings at baseline, yet interactions with time were nonsignificant, suggesting that all students improved according to teacher ratings across time. Observational data showed that teachers in both researcher-delivered and local staff-delivered groups substantially increased in their use of positive attention skills following training. Intervention effects, as well as program implementation factors (e.g., teacher attendance, homework completion), were comparable across researcher and school-based staff deliveries, suggesting that school staff were able to implement TCIT effectively. We discuss future research directions for TCIT implementation and development, as well as practical considerations for partnering with school systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01