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Adapting an Evidence-Based Intervention to Improve Social and Behavioral Competence in Head Start Children: Evaluating the Effectiveness of Teacher-Child Interaction Training

Description:
The primary objective of this study is to evaluate the efficacy of an empirically-based, cost-effective, and short-term teacher training program, Teacher-Child Interaction Training (TCIT). The TCIT intervention (an adaptation of Parent-Child Interaction Therapy for use with teachers) was designed to improve social and behavioral competence in Head Start children, and to increase teacher-efficacy and satisfaction for Head Start teachers. The aims of the proposed project are to evaluate: (1) the acquisition of TCIT skills by teachers in the training room (as assessed by behavior observations); (2) the generalization and maintenance of TCIT skills in the classroom (as assessed by behavior observations); (3) changes in Head Start children's social and behavioral competencies (as measured by behavioral observations in the classroom, teacher reports, and parental reports); and (4) Head Start teachers' perceptions of teaching efficacy and satisfaction (assessed by teacher-report measures). This research will provide important information to Head Start researchers, practitioners, and policy makers on the efficacy of a widely applicable and easily disseminated teacher training program in reducing a broad spectrum of social and behavioral problems that could negatively impact preschoolers' acquisition of important skills relevant to future school readiness and adjustment.
Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Research Scholar(s):
Grantee(s)/Contrator(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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