Effectiveness of Teacher-Child Interaction Training (TCIT): A multiple probe design across classrooms in a day-treatment preschool

The current study assessed the effectiveness of Teacher-Child Interaction Training (TCIT), an adaptation of Eyeberg's Parent-Child Interaction Therapy (PCIT), on teacher and child behaviors in a day-treatment preschool setting. The sample included 5 day-treatment classrooms in an urban, socioeconomically disadvantaged, and culturally diverse setting. The study utilized a concurrent multiple probe design across classroom settings (3 training groups consisting of 5 classrooms) to evaluate the effects of didactic and in-vivo coaching on teacher and child behaviors in the training and classroom settings. Results indicated that all teachers' use of positive behaviors increased and negative behaviors decreased during pull-out sessions; all 5 teachers attained CDI and TDI mastery criteria. Results also indicated some evidence of spontaneous generalization of teachers' use of Labeled Praises to the classroom setting, while other teacher behaviors did not generalize. Results on child behavior were variable and failed to demonstrate consistent improvements in the classroom setting; this finding is understood given the lack of generalization of teachers' behaviors to the classroom. These findings provide initial support for the use of TCIT to improve teachers' behavior management skills, as well as support for the feasibility of implementing TCIT with fidelity to the PCIT manual. Additionally, the study offers insight into the possible need for additional adaptations to train teachers in how and when to implement the TCIT skills under high stress in-vivo classroom conditions.