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ERIC Number: EJ1182094
Record Type: Journal
Publication Date: 2016-Jun
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0164-775X
EISSN: N/A
Available Date: N/A
School Psychologists' Role in Teacher-Child Interaction Training
Bandi, Seana; Simonds, Rachel; Stankus, Jaclynn; Wehr, Alexis; McGoey, Kara E.
Communique, v46 n8 p8, 10 Jun 2016
Parent-Child Interaction Therapy (PCIT) has been an effective, evidence-based intervention in treating externalizing behaviors in children ages 2-7. PCIT can be adapted in a classroom setting to become Teacher-Child Interaction Training (TCIT), wherein the principles of PCIT are applied to the teacher-student relationship. This article describes TCIT and reviews the effectiveness of TCIT as demonstrated by the current literature. It presents a case example of TCIT implementation within a therapeutic preschool. Recommendations and guidelines for practitioners implementing TCIT are suggested, including school psychologists' roles in starting initial TCIT training, continuing ongoing training, ensuring on-site fidelity, and acting as a support system for teachers.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Pittsburgh)
Grant or Contract Numbers: N/A
Author Affiliations: N/A