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Date of Graduation
Spring 2014
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Abstract
Prevention and intervention programs for language and communication skills are important, and should be implemented early to gain the maximum benefits. There is evidence that verbal modeling and adult verbal imitation of children may enhance these skills. Teacher training programs have been shown to be effective in modifying students’ behaviors. Speech and language are also forms of behavior, thus the same principles should apply to coaching teachers how to modify verbal behavior to improve their communication skills. McIntosh, Rizza, and Bliss (2000) discussed a need for empirically supported treatments in schools and a need for treatment manuals in order to replicate programs, as they built a case to adapt the principles of a well-established parent training program, Parent Child Interaction Training (PCIT), to apply to a teacher training program using the name Teacher Child Interaction Training (TCIT). This study implemented TCIT in two preschool classrooms using a multiple baseline design to determine whether components of TCIT may also be useful for language and communication skills. Results indicate training was effective in modifying teachers’ interactions with their students and their evaluations of children’s language and communication skills improved.
Recommended Citation
Rainear, Chelsea Ann, "The effects of having teachers implement teacher child interaction training on language and communication development" (2014). Masters Theses, 2010-2019. 295.
https://commons.lib.jmu.edu/master201019/295
