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Date of Graduation
Summer 2015
Document Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Department of Graduate Psychology
Advisor(s)
Trevor F. Stokes
Abstract
Teacher-Child Interaction Training (TCIT) is a school-based prevention program in which teachers are taught to use basic principles of behavior modification in the classroom to prevent and reduce problem behaviors in young children. A key aspect of the effectiveness of TCIT is the in-vivo coaching, which allows for immediate feedback during the natural flow of teaching activities with children. The purpose of the current study is two-fold: a) to support the research on the effectiveness of the DePaul TCIT method in preschool classrooms and b) to analyze the content and quality of coaching statements. The intervention was introduced sequentially within a multiple baseline design across two preschool classrooms. Systematic visual analyses of the graphs demonstrated that the teachers increased their positive attention skills. Coaching data suggested that the majority of content of the coach’s statements involved the same positive attention skills taught to the teachers, such as labeled praises. Additionally, the data suggested that the content of the coach’s comments were related to the experience level of the teacher and the specific treatment phase.
Recommended Citation
Studivant, Krystal M., "A detailed analysis of coaching in Teacher-Child Interaction Training (TCIT)" (2015). Dissertations, 2014-2019. 36.
https://commons.lib.jmu.edu/diss201019/36
Included in
Applied Behavior Analysis Commons, Child Psychology Commons, Clinical Psychology Commons
