Universal Teacher-Child Interaction Training in early childhood special education: A cluster randomized control trial

被引:5
作者
Davis, Eileen M. [1 ,6 ]
Schmidt, Ellyn [1 ,5 ]
Rothenberg, W. Andrew [1 ,2 ]
Davidson, Bridget [3 ]
Garcia, Dainelys [1 ]
Barnett, Miya L. [4 ]
Fernandez, Corina [1 ]
Jent, Jason F. [1 ]
机构
[1] Univ Miami, Mailman Ctr Child Dev, Miller Sch Med, 1600 NW 12 Ave, Miami, FL 33136 USA
[2] Duke Univ, Ctr Child & Family Policy, 302 Towerview Rd, Durham, NC 27708 USA
[3] Pediat Psychol Associates, 1625 North Commerce Pkwy,Suite 200, Weston, FL 33326 USA
[4] Univ Calif Santa Barbara, Clin & Sch Psychol, Dept Counseling, Santa Barbara, CA 93106 USA
[5] Boston Child Study Ctr, 729 Boylston St 5th floor, Boston, MA 02116 USA
[6] Univ Miami, Mailman Ctr Child Dev, Miller Sch Med, Dept Pediat, 1601 NW 12th Ave, Miami, FL 33136 USA
关键词
Teacher-Child Interaction Training; Developmental disabilities; Teacher training; Classroom behavior management; Universal prevention; Tier; 1; Early special education; BEHAVIOR PROBLEMS; DISRUPTIVE BEHAVIOR; PRESCHOOL; SCHOOL; PREVENTION; STUDENTS; RISK; PRAISE; RELIABILITY; CLASSROOMS;
D O I
10.1016/j.jsp.2023.02.001
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Growing evidence suggests that Teacher-Child Interaction Training-Universal (TCIT-U) is effec-tive for increasing teachers' use of strategies that promote positive child behavior, but more rigorous research with larger, diverse samples is needed to understand the effects of TCIT-U on teacher and child outcomes in early childhood special education. Using a cluster randomized control trial, we evaluated the effects of TCIT-U on (a) teacher skill acquisition and self-efficacy and (b) child behavior and developmental functioning. Teachers in the TCIT-U group (n = 37) exhibited significantly greater increases in positive attention skills, increased consistent responding, and decreased critical statements relative to teachers in the waitlist control group (n = 36) at post and 1-month follow-up (d's range from 0.52 to 1.61). Teachers in the TCIT-U group also exhibited significantly fewer directive statements (d's range from 0.52 to 0.79) and greater increases in self-efficacy compared to waitlist teachers at post (d's range from 0.60 to 0.76). TCIT-U was also associated with short-term benefits for child behavior. Frequency (d = 0.41) and total number of behavior problems (d = 0.36) were significantly lower in the TCIT-U group than in the waitlist group at post (but not follow-up), with small-to-medium effects. The waitlist group, but not the TCIT-U group, demonstrated an increasing trend in number of problem behaviors over time. There were no significant between-group differences in developmental functioning. Current findings build support for the effectiveness of TCIT-U as universal prevention of behavior prob-lems with an ethnically and racially diverse sample of teachers and children, including children with developmental disabilities. Implications for implementation of TCIT-U in the early childhood special education setting are discussed.
引用
收藏
页码:171 / 191
页数:21
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