From the Clinics to the Classrooms: A Review of Teacher-Child Interaction Training in Primary, Secondary, and Tertiary Prevention Settings

Fernandez, Melanie A.; Gold, Dylann C.; Hirsch, Emily; Miller, Samantha

doi:10.1016/j.cbpra.2014.01.004

Cited by 18 publications

(7 citation statements)

References 52 publications

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“… 90 , 95 , 96 Results also indicate high rates of teacher satisfaction across both phases of the model 87 , 90 as well as decreased likelihood of attention toward children’s negative attention seeking and misbehavior, and decreased stress regarding students’ negative behaviors. 88 Finally, increases in children’s protective factor scores, a scale of the Devereux Early Childhood Assessment 97 used to assess children’s social–emotional strengths following TCIT, have also been found. 89 Limitations of the model include a lack of generalizability and the time-consuming, costly nature of teacher training and implementation.…”

Section: Format-based Adaptationsmentioning

confidence: 99%

“…Skills are initially practiced with individual children before moving on to application with small groups, and finally, the classroom setting. 88 , 90 , 94 During the CDI phase, teachers are taught to implement PRIDE skills while attempting to reduce, rather than eliminate, commands and questions, given the necessity of such verbalizations in the classroom environment. During the discipline phase of treatment, entitled Teacher-Directed Interaction, teachers learn to use effective commands and a variety of methods with which to follow through including Sit and Watch, a time-out-like procedure used in response to a variety of disruptive behaviors (e.g., defiance, verbal classroom disruption, throwing toys, and fighting).…”

Section: Format-based Adaptationsmentioning

confidence: 99%

See 1 more Smart Citation

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

100

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Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006–2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher–child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.

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Section: Format-based Adaptationsmentioning

confidence: 99%

Section: Format-based Adaptationsmentioning

confidence: 99%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

100

View full text Add to dashboard Cite

show abstract

“…In addition to speculating that teachers' attributions most affect their experiences with classroom interventions that require high teacher effort to implement, we also wonder if teachers' internal, controllable, and stable attributions most impede interventions that require teacher empathy for children. Although a positive teacher–student relationship is arguably useful for all teacher‐delivered interventions, there are some interventions for which this is a more explicit goal (e.g., Banking Time; Driscoll & Pianta, ; Teacher–Child Interaction Training; Fernandez, Gold, Hirsch, & Miller, ). Our sample size was too small to provide an adequately powered test of moderation by intervention condition, and these cross‐level interactions were not significant.…”

Section: Discussionmentioning

confidence: 99%

Teacher attributions for children's attention‐deficit/hyperactivity disorder behaviors predict experiences with children and with classroom behavioral management in a summer program practicum

Mikami

Smit

Johnston

2019

Psychology in the Schools

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Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management.

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“…Performance feedback is a core component of the originally developed PCIT model and has been used in classrooms in TCIT adaptations (see Fernandez, Gold, Hirsch & Miller, 2015 for a review). Performance feedback allows the consultant to respond to the teacher's use of skills in the classroom environment and for immediate provision of reinforcement or corrective feedback (Barnett, Niec, & Acevedo‐Polakovich, 2014).…”

Section: Program Descriptionmentioning

confidence: 99%

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

Hubel

Cooley

Moreland

2020

Psychology in the Schools

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Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence‐based practice, Teacher–Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback reports based on observations, and in‐class coaching via modeling and performance feedback on teachers' use of TCIT skills, the consultation program served 55 Head Start classrooms with 789 children. Outcome data are presented on teachers' improvement in TCIT skill use and the relative effectiveness of two coaching methods (i.e., modeling and performance feedback) used during consultation. Results from multilevel modeling analyses indicated that teachers improved in the use of multiple observed TCIT skills between the initial and midyear assessment (i.e., increased frequency of labeled praises, reflections, behavioral descriptions, and commands that were complied with; decreased frequency of commands that children did not have an opportunity to comply with). Additionally, teachers who received coaching in the form of performance feedback, in comparison to modeling, exhibited greater gains in the frequency of labeled praises and commands that resulted in compliance. Discussion focuses on implementation of evidence‐based practice in large‐scale preventative early interventions, study limitations, and directions for future research.

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From the Clinics to the Classrooms: A Review of Teacher-Child Interaction Training in Primary, Secondary, and Tertiary Prevention Settings

Cited by 18 publications

References 52 publications

Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives

Teacher attributions for children's attention‐deficit/hyperactivity disorder behaviors predict experiences with children and with classroom behavioral management in a summer program practicum

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

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From the Clinics to the Classrooms: A Review of Teacher-Child Interaction Training in Primary, Secondary, and Tertiary Prevention Settings

Cited by 18 publications

References 52 publications

Parent&ndash;Child Interaction Therapy: current perspectives

Parent&ndash;Child Interaction Therapy: current perspectives

Teacher attributions for children's attention‐deficit/hyperactivity disorder behaviors predict experiences with children and with classroom behavioral management in a summer program practicum

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

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Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives