A Pilot Study of Universal Teacher-Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children

Autor/inn/en	Kanine, Rebecca M.; Jackson, Yo; Huffhines, Lindsay; Barnett, Alexandra; Stone, Katie J.
Titel	A Pilot Study of Universal Teacher-Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children
Quelle	In: Topics in Early Childhood Special Education, 38 (2018) 3, S.146-161 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418790012
Schlagwörter	Young Children; Child Abuse; Parent Child Relationship; Teacher Role; Program Effectiveness; Preschool Education; Preschool Teachers; Preschool Children; Behavior Modification; Social Development; Emotional Development; Student Behavior; Attention; Interpersonal Competence; Intervention; Therapy; Training; Teacher Behavior + Suchen Sie Ihr Suchwort? Frühe Kindheit; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lehrerrolle; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Vorschulalter; Vorschulkind; Vorschulkinder; Behaviour modification; Verhaltensänderung; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Aufmerksamkeit; Interpersonale Kompetenz; Therapie; Ausbildung; Teacher behaviour; Lehrerverhalten
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01