a pilot study of teacher-child interaction training - universal in head start

Conditions: Child Behavior; Child Development; Child Behavior Problem

Summary: this pilot study aims to implement and evaluate teacher-child interaction training - universal (tcit-u), an empirically-supported classroom-based intervention aimed at improving child behavior and social-emotional skills through strengthening teacher-child relationships at a preschool that serves children from socially and economically disadvantaged backgrounds who are at risk for behavioral health difficulties. the main objectives are to (a) examine tcit-u's effects on teacher behavior, teachers' sense of efficacy, and child behavior problems and social-emotional skills compared to usual care (uc) and (b) explore the feasibility and acceptability of implementing tcit-u at a diverse urban preschool.

disruptive behaviors and social-emotional skill deficits are common problems in early education settings and contribute to the high rates of preschool suspensions and expulsions. while teachers serve a critical role in children's behavioral health, they often lack evidence-based training in strategies that could improve child behavior and promote social-emotional skills. the goal of this project is to implement and evaluate teacher-child interaction training - universal (tcit-u), an empirically-supported classroom-based intervention aimed at improving child behavior and social-emotional skills through strengthening teacher-child relationships at a preschool that serves children from socially and economically disadvantaged backgrounds who are at risk for behavioral health difficulties. the main objectives are to (a) examine tcit-u's effects on teacher behavior, teachers' sense of efficacy, and child behavior problems and social-emotional skills compared to usual care (uc) and (b) explore the feasibility and acceptability of implementing tcit-u at a diverse urban preschool. this pilot study is a nonrandomized clinical trial comparing tcit-u to a uc control group at urban preschool. teachers in the intervention group will participate in tcit-u. tcit-u and uc teachers will complete measures at baseline, post-intervention, and end-of-the-school-year follow-up. all teachers will be observed for their tcit-u skill use at baseline, mid-intervention, post-intervention, and follow-up. qualitative interviews will be conducted with educational staff at follow-up to examine feasibility and acceptability data. participants will be eight teachers and approximately 80 children from four preschool classrooms in philadelphia. educational staff will also be invited to participate in qualitative interviews. staff must speak english to participate. there is no exclusion criteria for children. four teachers from two head start classrooms will participate in tcit-u. tcit-u is an empirically-supported intervention aimed at strengthening teacher-child relationships and improving child behavior and social-emotional skills. tcit-u includes group didactic and individualized coaching sessions. four teachers from two other classrooms will serve as the uc control group. teacher behavior will be coded during live classroom observations. teacher-reported questionnaires will measure teachers' sense of efficacy and child behavior and social-emotional skills. qualitative interviews and satisfaction surveys will explore the feasibility and acceptability of implementing tcit-u. fidelity checklists will be completed by the tcit-u trainer and expert consultants to document intervention fidelity.

Eligibility criteria:
teachers' inclusion criteria: * serve as a head, co-, and/or assistant teacher in a head start or prek counts classroom at the participating early childhood education center. * speak and read english proficiently. * provide written informed consent. teachers' exclusion criteria: do not speak and read english proficiently. children's inclusion criteria: * enrolled in one of the participating head start or prek counts classrooms prior to baseline evaluations. * aged 3 through 5 years old. * provided an informational letter about the study to their parents. children's exclusion criteria: there are no exclusion criteria for children. educational staff's inclusion criteria (qualitative interviews): * participated in or observed tcit-u training and/or serve as a classroom-based (e.g., assistant, behavioral specialist) or administrative (e.g., center director) staff for the classrooms participating in tcit-u. * speak and read english proficiently. * provide written informed consent. educational staff's exclusion criteria (qualitative interviews): do not speak and read english proficiently.

Keywords: teacher-child interaction training teacher-child relationships child behavior child social-emotional skills preschool teaching self-efficacy teacher behavior