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Peer reviewed Peer reviewed
ERIC Number: EJ616098
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Implementing Empirically Supported Interventions: Teacher-Child Interaction Therapy.
McIntosh, David E.; Rizza, Mary G.; Bliss, Leslie
Psychology in the Schools, v37 n5 p453-62 Sep 2000
Presents the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting, using a case study approach. TCIT was found to increase the number of positive interactions between child and teacher. It was also effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Suggests ideas for further research. (Author/JDM)
Descriptors: Behavior Modification, Behavior Problems, Case Studies, Compliance (Psychology), Intervention, Preschool Children, Preschool Education, Program Development, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: "Empirically Validated Interventions in School Psychology." For related articles, see CG 556 069-075.