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

Autor/inn/en	Lyon, Aaron R.; Gershenson, Rachel A.; Farahmand, Farahnaz K.; Thaxter, Peter J.; Behling, Steven; Budd, Karen S.
Titel	Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting
Quelle	In: Behavior Modification, 33 (2009) 6, S.855-884 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-4455
DOI	10.1177/0145445509344215
Schlagwörter	Minority Group Children; Preschool Teachers; Emotional Development; Interpersonal Competence; Teacher Student Relationship; Social Development; Urban Areas; Low Income Groups; Therapy; Discipline; Mental Health; Workshops; Intervention + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gefühlsbildung; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Urban area; Stadtregion; Therapie; Disziplin; Psychohygiene; Lernwerkstatt; Schulung
Abstract	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. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10