师生互动训练对课堂破坏行为儿童的影响

Jaclynn Stankus, Karl L. Jancart, Kara E. McGoey
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引用次数: 1

摘要

本研究采用三层方法,考察了师生互动训练(TCIT)对儿童行为、师生关系和教师满意度的影响。参与者包括三名没有临床诊断的学龄前儿童。采用单受试者非并发多基线设计。研究结果显示,教学资讯科技能有效减少课堂上的破坏性行为,并成功改善师生关系。教师的反应也被认为是社会有效的,这表明干预在一般的学前课堂环境中是可接受和可行的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Teacher-Child Interaction Training (TCIT) on Children who are Exhibiting Disruptive Behaviors within the Classroom Setting
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.
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