Training Head Start teachers in behavior management using Parent-Child Interaction Therapy: A preliminary investigation.

Abstract

The current project evaluated the use of behavior management techniques utilized in Parent-Child Interaction Therapy (PCIT) in head start classrooms. The sample included seven Head Start classrooms; four classrooms receiving treatment and three classrooms receiving no treatment. Evaluation of the progress included observation of teacher and student behavior and teacher report of class manageability and number of time-outs. Results indicated that child behavior improved throughout the study for both groups. Both groups of teachers also gave fewer timeouts, criticized the children less often, and rated their classes as more manageable from pre-to post-treatment. Teachers receiving training gave more labeled praise following treatment. These findings provide initial support for improving teacher behavior modification skills through the use of PCIT skills modified for Head Start classrooms.

Teacher-Child Interaction Training: A Pilot Study With Random Assignment

“…The mastery criterion for the PRIDE skills was unchanged from PCIT similar to previous TCIT studies (Campbell et al, 2011;Filcheck et al, 2004;Tiano & McNeil, 2006); however, the mastery criterion for the behaviors to avoid was adapted from PCIT because it became clear that school and trainer schedules would not permit sessions to be held during the same activity each visit;…”

“…Teachers increased their use of positive attention, specifically Labeled Praises, to student behavior; no changes were noted in student disruptive behavior, which was attributed to the low occurrence of disruptive behavior at baseline according to observational data (Tiano & McNeil, 2006). In another Head Start program, three teachers participated in three didactic sessions and nine coaching sessions outside of the classroom (i.e., pull-out coaching).…”

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

“…The study did find that teachers in the TCIT condition gave significantly more labeled praises at the post-treatment assessment than teachers in the no-treatment comparison group (Tiano & McNeil, 2006). However, several methodological limitations of the study should be addressed.…”

“…It is also important to note that the teacher in the study chose to continue to use the Level System, rather than TCIT skills, at the conclusion of the treatment intervention. Tiano and McNeil (2006) expanded previous TCIT findings by utilizing a group design (i.e., four TCIT classrooms, three no-treatment comparison classrooms). Teachers in the TCIT condition received two group training workshops in CDI and PDI skills (each workshop lasted two hours), as well as in-classroom coaching.…”

“…Findings from those studies have ranged from substantial decreases in criticism (Filcheck et al, 2004) to limited changes in rates of criticism (Tiano & McNeil, 2006) and low baseline levels of criticism that remained unchanged (Lyon et al, 2009). Similar to Budd and colleagues (Lyon et al, 2009), actual criticisms in the classroom were low frequency occurrence in County A at baseline (3.9%), but decreases were still observed during the TCIT-PRE program (overall mean across CDI and TDI was 2.8%).…”