Teacher-Child Interaction Training

  • Karen S. Budd


Accumulating evidence of PCIT’s effectiveness in shaping positive parent–child interactions and decreasing disruptive behavior has spawned interest in adaptations of PCIT to the classroom. Under the rubric of Teacher–Child Interaction Therapy, or more recently, Teacher–Child Interaction Training (TCIT), teachers are trained in relationship and behavior management skills derived from PCIT. Coaching increasingly has been recognized by educators as an effective approach for promoting the uptake of teachers’ skills, and thus, PCIT’s coaching paradigm offers a potentially useful framework for training classroom teachers in TCIT. Whereas coaching in the other classroom models entails observation with after-the-fact consultation or reflective supervision, TCIT is unique in using PCIT’s model of immediate, in vivo feedback during the flow of teacher–child interactions to facilitate teachers’ skill development. This chapter reviews research and practice in adaptations of PCIT to enhance teachers’ skills in the classroom, including applications designed for clinical and nonclinical populations. Sections describe nascent research on TCIT’s effectiveness, modifications made to PCIT for the classroom context, and advantages and challenges in implementing TCIT. A case example illustrates TCIT’s implementation in preschool and primary school settings.


Teacher–child interaction training (TCIT) Early childhood Teacher–child relationships Teacher training Universal prevention Early intervention School-based program 



Special thanks to David Stern, the author’s partner in LearnVentures LLC, and to her TCIT colleagues, students, and trainees over the years who have enriched her understanding and commitment to the value of this endeavor. The author also wishes to acknowledge and thank Grant Wood Area Education Agency in Cedar Rapids, IA, the regional services organization that provided data for the case example included in the study. The local TCIT-U trainers at Grant Wood are Julie King, coordinator, Kris Wheeler, Kay Schieffer, and Stephanie Anthony.


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© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.LearnVentures LLCOak ParkUSA
  2. 2.DePaul UniversityChicagoUSA

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