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ERIC Number: EJ1149067
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1938-2243
Teacher-Child Interaction Training with an Urban Clinical Preschool Population
Schaffner, Kristen F.; McGoey, Kara E.; Venesky, Lindsey
School Psychology Forum, v10 n2 p177-190 Sum 2016
The current study examined the impact of the relationship-enhancement phase of the Teacher-Child Interaction Training (TCIT) intervention on child behavior and teacher skill use within an urban therapeutic classroom milieu. Participants included four preschool children (mean age 4 years, 8 months) with clinical diagnoses attending a therapeutic preschool for children with emotional and behavioral needs. Direct observations of child and teacher behaviors were completed throughout the study. A single subject A-B design was conducted across subjects. Initial results suggest the relationship-enhancement strategies included in TCIT may positively influence the frequency of disruptive behaviors while improving prosocial behaviors, especially for children experiencing several risk factors and exhibiting markedly elevated behavioral excesses. Findings also suggest the intervention affected teachers' use of the positive attention skills. This study provides initial support for the implementation of a relationship-based technique to support teachers in addressing the disruptive behaviors of children within an urban classroom environment.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A