The Effect of Teacher-Child Interaction Training on Children Who Are Exhibiting Disruptive Behaviors Within the Classroom Setting

Teacher-Child Interaction Training (TCIT) is an adaption of the evidenced-based treatment of Parent-Child Interaction Therapy (PCIT). The TCIT intervention is used with students, typically in a preschool setting, who are exhibiting disruptive behaviors within the classroom. Teacher-Child Interaction Training improves the teacher-child relationship, while also training teachers to use effective and consistent consequence strategies. The large research base behind PCIT and the growing empirical base for TCIT provides evidence that this model would be an effective early intervention treatment for young children exhibiting disruptive behaviors in their school settings. The success of Teacher-Child Interaction Training (TCIT) with the general preschool population utilizing a three-tiered model approach, was examined through a single subject nonconcurrent multiple baseline design across participants. The current study investigated the impact of TCIT on child behavior, the teacher-student relationship, and the likability and feasibility of TCIT according to teachers. Results suggest that TCIT is effective in reducing disruptive behaviors within the classroom setting, as indicated by behavioral observation and teacher report. Additionally, the relationship between teacher and student was also examined before and during the TCIT intervention. Results indicate that the TCIT intervention is effective in improving the teacher-student relationship as well as increasing teacher-skill use, when interacting with their students. Lastly, this study shows that the TCIT intervention is accepted and feasible to use by teachers. This study shows evidence that Teacher-Child Interaction Training is effective in reducing problematic behaviors within a general preschool setting as well as improving the teacher-student relationship, particularly through a three-tiered model approach

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

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