A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent- and teacher-reported externalizing behavior were greater when teachers evidenced higher-quality, classroom-level, teacher-child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.

Pediatric settings are increasingly called upon to implement early childhood developmental and behavioral health screening as an early identification and health promotion strategy. Understanding the dynamic barriers and facilitators of implementation at various stages will help implementers plan for and address these factors in support of high quality implementation. Our research supported this goal by analyzing longitudinal, qualitative data. There were 128 semistructured interviews conducted with pediatric clinic and implementation providers across four years. Interviews were transcribed, coded, and synthesized using rigorous qualitative methods. Results were produced using an iterative process to summarize, analyze, and consolidate themes about screening implementation over time. Barriers and facilitators of implementation included characteristics of screening implementation as well as contextual characteristics of the pediatric primary care setting. Some implementation themes were stable over time whereas others demonstrated shifts. Results are discussed in terms of lessons learned for successfully integrating this critical preventive practice within pediatric clinics.

Research Findings: The present study examined associations between children's classroom interactions and teachers' perceptions of teacher-child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher-child relationships in the fall and spring. Children's (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children's positive interactions with teachers and learning activities predicted teachers' perceptions of more closeness in the spring when we accounted for fall closeness. Children's negative interactions predicted teachers' perceptions of more relational conflict in the spring when we accounted for fall conflict. Children's positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers' perceptions of teacher-child relationships and children's independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman's ( 2003) conceptual model of teacher-child relationships. Results indicate that children's classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children's positive and negative interactions during typical instruction and teachers' relationship perceptions.

Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study -Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2 years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed.