Graduation Year
2016
Document Type
Thesis
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Psychological and Social Foundations
Major Professor
Julia Ogg, Ph.D.
Co-Major Professor
Kathy Bradley-Klug, Ph.D.
Committee Member
Kathleen Armstrong, Ph.D.
Committee Member
John Ferron, Ph.D.
Keywords
Disruptive Behaviors, Single Case Design, Teacher-Child Interaction Therapy
Abstract
A model of Teacher Child Interaction Therapy (TCIT) was implemented in two kindergarten classrooms of students (n = 2) who successfully completed Parent Child Interaction Therapy, but continued to demonstrate disruptive behaviors in the classroom. The current study first indicated that TCIT was implemented with integrity by both the therapists and teacher participants. Next, the effects of this intervention on the teacher’s skills, students’ disruptive behaviors, teacher’s stress, and teacher-child relationships were investigated. The treatment acceptability was also examined. Both visual and statistical analyses found a treatment effect in both cases was seen for both teachers’ increased use of positive interaction skills and decrease of negative interaction skills during the intervention session. However, these skills generalized to the interactions between the teacher and student during classroom instruction. Mixed results were found related to teachers’ use of effective commands. Results from visual analysis indicated that one child participant demonstrated a decrease in disruptive behaviors according to both teacher rating scales and classroom behavior observations. Neither teacher indicated significantly reduced stress over the course of TCIT. Teacher-child relationships improved for both students; however, one teacher also reported increased conflict in the relationship. Both teachers expressed high levels of treatment acceptability for the intervention. Further research should investigate the underlying causes for the nuances in the findings of this study. Additional research is also warranted to determine whether these results can be generalized to other students as well as best practices for implementing this intervention in schools.
Scholar Commons Citation
Hinojosa, Sara Marie, "Teacher Child Interaction Therapy: An Ecological Approach to Intervening with Young Children who Display Disruptive Behaviors" (2016). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/6254
Included in
Behavioral Disciplines and Activities Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Psychology Commons
