KUKU

KU ScholarWorks

  • myKU
  • Email
  • Enroll & Pay
  • KU Directory
    • Login
    View Item 
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The Effectiveness of Teacher-Child Interaction Training with Young Maltreated Children

    Thumbnail
    View/Open
    Kanine_ku_0099D_14735_DATA_1.pdf (1.625Mb)
    Issue Date
    2016-12-31
    Author
    Kanine, Rebecca Marie
    Publisher
    University of Kansas
    Format
    108 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Clinical Child Psychology
    Rights
    Copyright held by the author.
    Metadata
    Show full item record
    Abstract
    Children under age six years are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments (Lieberman et al., 2011). Parent-Child Interaction Therapy has been shown to be effective in samples of children exposed to maltreatment (e.g., Timmer et al., 2006). Teacher-Child Interaction Training (TCIT), an empirically-supported school-based intervention, may be especially appropriate for maltreated children because they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that positive teacher-child relationships can influence behavior and social-emotional functioning for children who lack positive caregiving experiences (Sabol & Pianta, 2012). This project is a comparison study of TCIT versus treatment-as-usual at a therapeutic preschool for maltreated youth. Thirty-eight children (2-5 years old) and eight teachers from four classrooms participated in the study. Four teachers (two classrooms) completed the TCIT protocol (Gershenson et al., 2010). 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 and teaching-related stress at baseline, post-treatment, and follow-up. TCIT teachers demonstrated substantial increases in positive attending skills (PRIDE skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. TCIT children demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than TAU children. Also, TCIT teachers reported significantly lower teaching stress compared to TAU teachers at post-treatment while controlling for baseline stress. Effect sizes were large for teacher behavior and medium for child outcomes and teacher stress. Treatment group did not have a statistically significant effect on overall behavior problems or self-regulation, and follow-up results on a subsample of children (n = 11) were varied. However, the direction and differences between TCIT and TAU group means and the medium to large effect sizes suggest consistency with hypotheses. Findings provide preliminary support for TCIT’s effectiveness in an early educational setting for children at high risk for behavioral and social-emotional problems.
    URI
    http://hdl.handle.net/1808/24201
    Collections
    • Psychology Dissertations and Theses [466]
    • Dissertations [4472]

    Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.


    We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.


    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    Browse

    All of KU ScholarWorksCommunities & CollectionsThis Collection

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    The University of Kansas
      Contact KU ScholarWorks
    Lawrence, KS | Maps
     
    • Academics
    • Admission
    • Alumni
    • Athletics
    • Campuses
    • Giving
    • Jobs

    The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.

     Contact KU
    Lawrence, KS | Maps