Implementing empirically supported interventions: Teacher-Child interaction therapy

David E. McIntosh · Mary G. Rizza · Leslie Bliss

77 citations0/0 files storedPsychology in the Schools

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Behavioral and Psychological Studies Early Childhood Education and Development Child Therapy and Development

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. © 2000 John Wiley & Sons, Inc.

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References

1984Case Study Research: Design and Methods 1991Case Study Research: Design and Methods 1993The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis.1982The Handbook of School Psychology 1995Parent—Child Interaction Therapy 1996The clinical psychologist 1998Efficacy of Parent-Child Interaction Therapy: Interim Report of a Randomized Trial with Short-Term Maintenance 1988Parent-Child Interaction Therapy:

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2015Developmental trajectories of children’s behavioral engagement in late elementary school: Both teachers and peers matter.2015Middle Childhood Teacher-Child Relationships: Insights From an Attachment Perspective and Remaining Challenges 2009Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting 2005Adapting Parent-Child Interaction Therapy for Young Children with Separation Anxiety Disorder.2011Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program

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