Date of Award
Summer 8-1-2007
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Communication Disorders and Counseling, School, and Educational Psychology
First Advisor
Linda L. Sperry
Second Advisor
Liz O'Laughlin
Third Advisor
Leah M. Nellis
Abstract
Parent-Child Interaction Therapy (PCIT) is an empirically validated treatment program shown to decrease children's disruptive behavior and increase compliance (Funderburk et al., 1998). Research conducted by Eisenstadt, Eyberg, McNeil, Newcomb, and Funderburk (1993) indicates PCIT is an effective treatment for improving child compliance and conduct problems in a clinical setting. In addition, McNeil, Eyberg, Eisenstadt, Newcomb, and Funderburk (1991) found that behavioral improvements due to PCIT also generalized to school settings. However, little research has examined the effects of implementing Teacher-Child Interaction Therapy (TCIT) directly in the classroom (McIntosh, Rizza & Bliss, 2000). This single-subject multiple-baseline study examined the effectiveness of TCIT on decreasing preschoolers' inappropriate classroom behavior. Results indicated that after teachers were trained to use TCIT skills, children's disruptive classroom behavior decreased. However, the degree to which children's disruptive behavior decreased varied, possibly due to wide variation in teachers' consistent use of TCIT skills.
Recommended Citation
Floress, Margaret T., "The Effectiveness of Teacher-Child Interaction Training on Behaviorally at-risk Preschool Children" (2007). All-Inclusive List of Electronic Theses and Dissertations. 3346.
https://scholars.indianastate.edu/etds/3346
Included in
Child Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons