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

Abstract

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.

The Student-Teacher Relationship Quality of Abused Children

“…Through SW‐PBIS, students should experience more positive interactions with teachers and staff because of the focus on rewarding, recognizing, and modeling positive behaviors for all students across multiple contexts (Sugai & Horner, ). In MTSS, at tier one, universal class‐wide interventions such as Teacher Child Interaction Training (TCIT; Garbacz, Zynchinski, Feuer, Carter, & Budd, ; Greshenson, Lyon, & Budd, 2010) could be used to promote the development of positive relationships with teachers. The core components of universal TCIT include positive reinforcement (e.g., praise, encouragement), teacher modeling of appropriate behavior, and positive classroom management strategies.…”

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

“…Procedures for delivering these trainings are described below. The content of the trainings was developed using the PCIT manual (McNeil & Hembree-Kigin, 2010) as well as insights from previous adaptations of PCIT for use in preschool settings (Filcheck et al, 2004;Garbacz et al, 2014;Lyon et al, 2009;McIntosh & Rizza, 2000;Tiano & McNeil, 2006). The trainings are intended for delivery in conjunction with additional program components described below.…”

“…TCIT is an adaptation of Parent–Child Interaction Therapy (PCIT), a manualized, empirically supported intervention in which caregivers are taught play‐therapy and behavioral skills for improving relationships with children and managing child behavior (Eyberg, Nelson, & Boggs, 2008). Demonstrated efficacy and effectiveness of PCIT in improving parenting practices and reducing problematic behaviors in preschoolers has led to the development of several TCIT models (Filcheck, McNeil, Greco, & Bernard, 2004; Garbacz, Zychinski, Feuer, Carter, & Budd, 2014; Lyon et al, 2009; McIntosh & Rizza, 2000; Tiano & McNeil, 2006). Previous research supporting TCIT has examined training one teacher and the behavior of one child or children in one classroom at a time (Filcheck et al, 2004; McIntosh & Rizza, 2000).…”

“…Previous research supporting TCIT has examined training one teacher and the behavior of one child or children in one classroom at a time (Filcheck et al, 2004; McIntosh & Rizza, 2000). Other investigations of TCIT have examined training small groups of teachers to work with children in a few classrooms (Garbacz et al, 2014; Lyon et al, 2009; Tiano & McNeil, 2006). Findings from these previous evaluations of TCIT have included increases in positive teacher–child interactions, increased use of structured discipline routines, decreased child disruptive behavior, and increased child prosocial behavior (Filcheck et al, 2004; Garbacz et al, 2014; Lyon et al, 2009; McIntosh & Rizza, 2000; Tiano & McNeil, 2006).…”

“…Demonstrated efficacy and effectiveness of PCIT in improving parenting practices and reducing problematic behaviors in preschoolers has led to the development of several TCIT models (Filcheck, McNeil, Greco, & Bernard, 2004;Garbacz, Zychinski, Feuer, Carter, & Budd, 2014;Lyon et al, 2009;McIntosh & Rizza, 2000;Tiano & McNeil, 2006). Previous research supporting TCIT has examined training one teacher and the behavior of one child or children in one classroom at a time (Filcheck et al, 2004;McIntosh & Rizza, 2000).…”