Implementing empirically supported interventions: Teacher-Child interaction therapy

Abstract

Using a case study approach, the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting was presented. TCIT was found to increase the number of positive interactions between the child and teacher. In addition, TCIT was effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Although the case study provided initial empirical evidence, additional research is needed to fully support the use of TCIT. Specifically, research using a multiple case study approach is recommended.

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

“…For example, Teacher-Child Interaction Therapy (McIntosh, Rizza, & Bliss, 2000), based on Parent-Child Interaction Therapy, aims at promoting a positive teacher-child relationship and at improving the teacher's behavior management in a first and second 6-week component respectively. In the first component, the child can take the lead during the weekly one-on-one play sessions with the teacher.…”

“…In the second component, the teacher takes the lead and practices behavior management skills. Teacher-Child Interaction Therapy as a whole and a similar intervention applying the skills to the classroom (i.e., Teacher-Child Interaction Training; Lyon et al, 2009) were found to increase positive teacher-child interactions and child compliance, and reduce child disruptive behavior (Filcheck, McNeil, Greco, & Bernard, 2004; Gershenson et al, 2010;McIntosh et al, 2000; Tiano & McNeil, 2006). Yet, these studies suffer from methodological limitations, such as a lack of a randomized control group 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Running Head: TWO-COMPONENT INTERVENTION 6 and a small number of participating classes or children.…”

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

“…McIntosh, Rizza, and Bliss (2000) used a single-subject case study to examine a modified version of PCIT in a preschool setting. The researchers named the adapted PCIT protocol Teacher-Child Interaction Therapy, and delivered services to a preschool teacher and a two-year-old child with disruptive and defiant behavior.…”

“…In addition to the 12 sessions outside of the classroom environment, the teacher practiced TCIT skills with the child (five minutes each day) within the classroom. These one-on-one interactions took place while the child's classmates were involved in other activities (McIntosh et al, 2000). Overall, data collected within the TCIT sessions indicated that the teacher's use of positive interaction skills and child compliance increased, whereas the number of instructions given by the teacher and disruptive behaviors displayed by the child decreased.…”

Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour

“…Filcheck, McNeil, Greco, & Bernard, 2004) and a small number of participating classes or children (e.g. Filcheck et al, 2004;Lyon et al, 2009;McIntosh, Rizza, & Bliss, 2000;Tiano & McNeil, 2006).…”