The Effect of Teacher-Child Interaction Training (TCIT) on Children who are Exhibiting Disruptive Behaviors within the Classroom Setting

The current study examined the impact of Teacher- Child Interaction Training (TCIT) on child behavior, teacher-student relationships, and teacher satisfaction within a general preschool setting utilizing a three-tiered approach. Participants included three preschool children without clinical diagnoses. A single subject nonconcurrent multiple baseline design was utilized across participants. Results suggest that TCIT is effective in reducing disruptive behaviors within the classroom and successful in improving the teacher-student relationship. TCIT is also considered socially valid based on teacher responses, which indicate that the intervention is acceptable and feasible within the general preschool classroom setting

Early Childhood Educators: The Forgotten Tier

Early childhood educators are often overworked, underpaid, stressed, and at risk for burnout (Wells, 2015). In addition to teaching early academic skills, early childhood educators are also tasked with teaching and supporting students’ social-emotional learning (SEL) in the classroom. Given the aforementioned limitations, it is imperative to examine how the social-emotional needs of early childhood educators are supported as they implement and sustain SEL. Multi-Tiered Systems of Support (MTSS) are often implemented to promote SEL and meet the social-emotional needs of young children; however, MTSS is only effective if all components are implemented with fidelity. In contrast to school-aged MTSS, where there are often several stakeholders involved, the implementation of MTSS often falls on early childhood educators, as mental health consultants are not readily available or affordable to early childhood centers. Given the heavy load placed upon early childhood educators, it is critical to shift the focus of MTSS to include the social-emotional needs of the teacher. We argue that teachers’ social-emotional needs should be considered and supported within MTSS to prevent burnout and promote the fidelity of SEL programs. Teacher focused interventions such as mindfulness (Chin et al., 2019) and the Circle of Security (Cooper et al., 2017; Gray, 2015) may increase teacher’s feelings of well-being, reduce teacher stress and burnout, increase positive teacher-child interactions, and, therefore increase the effectiveness of the MTSS process. Ultimately, by supporting the social-emotional growth of early childhood educators, we are building their capacity to effectively support the SEL of young children

Object Permanence and the Relationship to Sitting Development in Infants With Motor Delays

Purpose: This study examines object permanence development in infants with motor delays (MD) compared with infants with typical development (TD) and in relation to sitting skill. Methods: Fifty-six infants with MD (mean age = 10 months) and 36 with TD (mean age = 5.7 months) were assessed at baseline and then at 1.5, 3, and 6 months postbaseline. A scale was developed to measure object permanence (Object Permanence Scale [OPS]), and the Gross Motor Function Measure sitting subsection (GMFM-SS), and the Bayley Scales of Infant and Toddler Development, 3rd Edition (Bayley-III) were administered. Results: Interrater reliability of the OPS was excellent and correlation between the OPS and Bayley-III cognitive scores was moderately positive. Compared with TD, infants with MD were delayed in development of object permanence but demonstrated increased understanding over time and as sitting skills improved. Conclusion: In children with MD, object permanence, as quantified by the OPS, emerges in conjunction with sitting skill

Object Permanence and the Relationship to Sitting Development in Infants with Motor Delays

Purpose: This study examines object permanence development in infants with motor delays (MD) compared with infants with typical development (TD) and in relation to sitting skill. Methods: Fifty-six infants with MD (mean age = 10 months) and 36 with TD (mean age = 5.7 months) were assessed at baseline and then at 1.5, 3, and 6 months postbaseline. A scale was developed to measure object permanence (Object Permanence Scale [OPS]), and the Gross Motor Function Measure sitting subsection (GMFM-SS), and the Bayley Scales of Infant and Toddler Development, 3rd Edition (Bayley-III) were administered. Results: Interrater reliability of the OPS was excellent and correlation between the OPS and Bayley-III cognitive scores was moderately positive. Compared with TD, infants with MD were delayed in development of object permanence but demonstrated increased understanding over time and as sitting skills improved. Conclusion: In children with MD, object permanence, as quantified by the OPS, emerges in conjunction with sitting skill