Abstract
One avenue for improving children’s socio-emotional competence and classroom behavior is by improving the quality of early teacher–child interactions. Universal Teacher–Child Interaction Training (TCIT-U), adapted from Parent Child Interaction Therapy, is a school-based prevention program in which teachers are taught to use the principles of learning and behavior management in the classroom to increase positive interactions and to reduce problem behaviors in young children. The current study advanced prior research by investigating TCIT-U’s effectiveness with English language learners and in a rural public school setting. We examined the direct effects on teachers’ and children’s observed behavior, and the durability of teachers’ skill use in the next school year. In the present study, changes in teacher and child behavior were analyzed within a multiple baseline design across two classrooms with five teachers and 39 preschool children. Teacher and child behavior were measured through behavioral observations and a standardized teacher rating scale. Results revealed that teachers increased their use of positive attention and behavior management skills with intervention, and these changes remained stable during follow-up. Further, improvements in children’s behavior were detected by significant changes in post-TCIT teacher ratings on a strengths-based measure. Observed disruptive behavior displayed decreasing trends during intervention for children nominated by their teachers as having behavioral concerns, although the overlap and variability in the data limited convincing evidence of an intervention effect. Finally, teachers reported high satisfaction with the program. This study supports TCIT-U’s use as an intervention to increase positive interactions between teachers and students and as a universal prevention program for behavior problems in preschool classrooms.
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Acknowledgements
We would like to acknowledge the teachers and administrators of the elementary school who dedicated their time and commitment and whose enthusiasm and support facilitated the successful completion of this research. We also acknowledge the participation of the research team, including Kristin Maroletti, Maegan Pisman, Kristen Rollman, Sarah Vasquez, and Heather White, who committed their time and dedication to conducting the behavioral observations. Finally, we extend our deepest gratitude to Dr. Sharon Foster, who shared her invaluable expertise and insight on the statistical analysis.
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No external funding was received. Extensive funding was provided by JMU Alvin V. Baird Attention and Learning Disabilities Center.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all teachers who participated in the study. Consistent with the approved JMU IRB protocol for consent procedures, a letter was sent home to caregivers describing the purpose and procedures of the study and offering an opportunity to opt out if they did not want their child to participate. The letter was also translated into Spanish. IRB submission materials as well as consents are available for review. In addition, a classroom teacher was required to make a follow-up personal contact to confirm that the parent had reviewed the letter and agreed to the participation of the child. As appropriate, an interpreter assisted the teacher in this personal communication.
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Fawley, K.D., Stokes, T.F., Rainear, C.A. et al. Universal TCIT Improves Teacher–Child Interactions and Management of Child Behavior. J Behav Educ 29, 635–656 (2020). https://doi.org/10.1007/s10864-019-09337-6
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DOI: https://doi.org/10.1007/s10864-019-09337-6