The Effect of Teacher-Child Interaction Training (TCIT) on Children who are Exhibiting Disruptive Behaviors within the Classroom Setting

Abstract

The current study examined the impact of Teacher-Child Interaction Training (TCIT) on child behavior, teacher-student relationships, and teacher satisfaction within a general preschool setting utilizing a three-tiered approach. Participants included three preschool children without clinical diagnoses. A single subject nonconcurrent multiple baseline design was utilized across participants. Results suggest that TCIT is effective in reducing disruptive behaviors within the classroom and successful in improving the teacher-student relationship. TCIT is also considered socially valid based on teacher responses, which indicate that the intervention is acceptable and feasible within the general preschool classroom setting.