A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children

Rebecca M. Kanine, Yo Jackson, Lindsay Huffhines, Alexandra Barnett, Katie J. Stone

Research output: Contribution to journalArticle

Abstract

Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2–5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children’s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U’s effectiveness in a therapeutic setting for children exposed to maltreatment.

Original languageEnglish (US)
Pages (from-to)146-161
Number of pages16
JournalTopics in Early Childhood Special education
Volume38
Issue number3
DOIs
StatePublished - Nov 1 2018

Fingerprint

interaction training
maltreatment
Therapeutics
teacher
classroom
parents
teachers' behavior
imitation
caregiving
Research

All Science Journal Classification (ASJC) codes

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Kanine, Rebecca M. ; Jackson, Yo ; Huffhines, Lindsay ; Barnett, Alexandra ; Stone, Katie J. / A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children. In: Topics in Early Childhood Special education. 2018 ; Vol. 38, No. 3. pp. 146-161.
@article{c96ee88e5bcb4deeb446fb4b80b2f737,
title = "A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children",
abstract = "Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2–5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children’s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U’s effectiveness in a therapeutic setting for children exposed to maltreatment.",
author = "Kanine, {Rebecca M.} and Yo Jackson and Lindsay Huffhines and Alexandra Barnett and Stone, {Katie J.}",
year = "2018",
month = "11",
day = "1",
doi = "10.1177/0271121418790012",
language = "English (US)",
volume = "38",
pages = "146--161",
journal = "Topics in Early Childhood Special Education",
issn = "0271-1214",
publisher = "SAGE Publications Inc.",
number = "3",

}

A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children. / Kanine, Rebecca M.; Jackson, Yo; Huffhines, Lindsay; Barnett, Alexandra; Stone, Katie J.

In: Topics in Early Childhood Special education, Vol. 38, No. 3, 01.11.2018, p. 146-161.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children

AU - Kanine, Rebecca M.

AU - Jackson, Yo

AU - Huffhines, Lindsay

AU - Barnett, Alexandra

AU - Stone, Katie J.

PY - 2018/11/1

Y1 - 2018/11/1

N2 - Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2–5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children’s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U’s effectiveness in a therapeutic setting for children exposed to maltreatment.

AB - Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2–5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children’s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U’s effectiveness in a therapeutic setting for children exposed to maltreatment.

UR - http://www.scopus.com/inward/record.url?scp=85052589801&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85052589801&partnerID=8YFLogxK

U2 - 10.1177/0271121418790012

DO - 10.1177/0271121418790012

M3 - Article

AN - SCOPUS:85052589801

VL - 38

SP - 146

EP - 161

JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

SN - 0271-1214

IS - 3

ER -