Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

Campbell, Christopher

doi:10.1037/e584752012-186

Cited by 5 publications

(3 citation statements)

References 118 publications

(105 reference statements)

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“…Skills are initially practiced with individual children before moving on to application with small groups, and finally, the classroom setting. 88 , 90 , 94 During the CDI phase, teachers are taught to implement PRIDE skills while attempting to reduce, rather than eliminate, commands and questions, given the necessity of such verbalizations in the classroom environment. During the discipline phase of treatment, entitled Teacher-Directed Interaction, teachers learn to use effective commands and a variety of methods with which to follow through including Sit and Watch, a time-out-like procedure used in response to a variety of disruptive behaviors (e.g., defiance, verbal classroom disruption, throwing toys, and fighting).…”

Section: Format-based Adaptationsmentioning

confidence: 99%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

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Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006–2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher–child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.

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Section: Format-based Adaptationsmentioning

confidence: 99%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

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“…A few other PCIT classroom applications (e.g., Campbell et al., ; Filcheck, McNeil, Greco, & Bernard, ; McIntosh, Rizza, & Bliss, ; Tiano & McNeil, ) have been developed that target teachers’ interactions with children who have identified problems rather than as a whole classroom approach. The TCIT model described here was designed as a universal program for use in an urban, predominantly ethnic minority setting (Gershenson et al., ).…”

mentioning

confidence: 99%

Effects of Teacher-Child Interaction Training (Tcit) on Teacher Ratings of Behavior Change

et al. 2014

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Problem behaviors in preschool‐aged children negatively affect teacher‐child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher–Child Interaction Training (TCIT), a teacher‐delivered, universal intervention designed for early childhood settings. The initial study evaluated the TCIT program in a sample of 4‐ to 5‐year‐old children, whereas the current study focused on 2‐ to 3‐year‐old children. Teacher ratings of children's behavior indicated a significant main effect for time on children's protective factor scores, but not on behavioral concerns. However, for children whose ratings fell in the below‐average range at baseline, significant large effect sizes were obtained for changes over time for both protective factors and behavioral concerns. Higher levels of teacher skill change were significantly associated with overall higher protective factor scores, as well as lower behavioral concern scores for children when baseline levels of behavioral concerns were high. Results provide further support for the effectiveness of TCIT as a universal intervention designed to improve children's behaviors through targeted improvements in teachers’ relationship‐building skills and classroom management strategies.

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“…Using performance feedback has been identified as a key aspect of success and generalization in interventions that train teachers in the use of behavioral classroom management skills (Snyder et al, 2012). Some previous TCIT models have delivered performance feedback to teachers outside the classroom with one or more children who also leave the classroom and participate in the session (e.g., Campbell, 2011). However, the cost of providing a substitute teacher so this type of coaching could occur, along with the logistics of this type of delivery, was not feasible for the current program.…”

Section: Program Descriptionmentioning

confidence: 99%

Incorporating evidence‐based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large‐scale program

Hubel

Cooley

Moreland

2020

Psychology in the Schools

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Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence‐based practice, Teacher–Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback reports based on observations, and in‐class coaching via modeling and performance feedback on teachers' use of TCIT skills, the consultation program served 55 Head Start classrooms with 789 children. Outcome data are presented on teachers' improvement in TCIT skill use and the relative effectiveness of two coaching methods (i.e., modeling and performance feedback) used during consultation. Results from multilevel modeling analyses indicated that teachers improved in the use of multiple observed TCIT skills between the initial and midyear assessment (i.e., increased frequency of labeled praises, reflections, behavioral descriptions, and commands that were complied with; decreased frequency of commands that children did not have an opportunity to comply with). Additionally, teachers who received coaching in the form of performance feedback, in comparison to modeling, exhibited greater gains in the frequency of labeled praises and commands that resulted in compliance. Discussion focuses on implementation of evidence‐based practice in large‐scale preventative early interventions, study limitations, and directions for future research.

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Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

Cited by 5 publications

References 118 publications

Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives

Effects of Teacher-Child Interaction Training (Tcit) on Teacher Ratings of Behavior Change

Incorporating evidence‐based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large‐scale program

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Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

Cited by 5 publications

References 118 publications

Parent&ndash;Child Interaction Therapy: current perspectives

Parent&ndash;Child Interaction Therapy: current perspectives

Effects of Teacher-Child Interaction Training (Tcit) on Teacher Ratings of Behavior Change

Incorporating evidence‐based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large‐scale program

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Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives