دورية أكاديمية
Universal Teacher-Child Interaction Training in early childhood special education: A cluster randomized control trial.
العنوان: | Universal Teacher-Child Interaction Training in early childhood special education: A cluster randomized control trial. |
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المؤلفون: | Davis EM; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA. Electronic address: exm305@miami.edu., Schmidt E; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA; Boston Child Study Center, 729 Boylston St 5th floor, Boston, MA 02116, USA., Rothenberg WA; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA; Duke University Center for Child and Family Policy, 302 Towerview Rd, Durham, NC 27708, USA., Davidson B; Pediatric Psychology Associates, 1625 North Commerce Parkway, Suite 200, Weston, FL 33326, USA., Garcia D; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA., Barnett ML; Department of Counseling, Clinical, & School Psychology, University of California, Santa Barbara, CA 93106-9490, USA., Fernandez C; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA., Jent JF; University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA. |
المصدر: | Journal of school psychology [J Sch Psychol] 2023 Apr; Vol. 97, pp. 171-191. Date of Electronic Publication: 2023 Feb 17. |
نوع المنشور: | Randomized Controlled Trial; Journal Article; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't |
اللغة: | English |
بيانات الدورية: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 0050303 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3506 (Electronic) Linking ISSN: 00224405 NLM ISO Abbreviation: J Sch Psychol Subsets: MEDLINE |
أسماء مطبوعة: | Publication: Elmsford Ny : Pergamon Press Original Publication: Columbus, Ohio. |
مواضيع طبية MeSH: | Problem Behavior* , Educational Personnel*, Humans ; Child, Preschool ; Child ; Child Behavior ; Education, Special ; School Teachers |
مستخلص: | Growing evidence suggests that Teacher-Child Interaction Training-Universal (TCIT-U) is effective 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 problems 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. Competing Interests: Declaration of Competing Interest Authors E.D. and B.D. receive fees for providing training and consultation in TCIT-U. (Copyright © 2023. Published by Elsevier Ltd.) |
معلومات مُعتمدة: | K01 MH110608 United States MH NIMH NIH HHS |
فهرسة مساهمة: | Keywords: Classroom behavior management; Developmental disabilities; Early special education; Teacher training; Teacher-Child Interaction Training; Tier 1; Universal prevention |
تواريخ الأحداث: | Date Created: 20230313 Date Completed: 20230315 Latest Revision: 20230331 |
رمز التحديث: | 20230403 |
DOI: | 10.1016/j.jsp.2023.02.001 |
PMID: | 36914364 |
قاعدة البيانات: | MEDLINE |
تدمد: | 1873-3506 |
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DOI: | 10.1016/j.jsp.2023.02.001 |