Teacher-Child Interaction Training: A Classroom-Based Preschool Intervention

师子互动训练：基于课堂的学前干预

基本信息

批准号：
8457929
负责人：
Christopher Campbell
金额：
$ 4.92万
依托单位：
UNIVERSITY OF OKLAHOMA HLTH SCIENCES CTR
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-06-01 至 2016-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8457929
关键词：
Achievement Address Aftercare Behavior Behavioral Caregivers Child Child Behavior Communities Competence Complex Conduct Disorder Conflict (Psychology)Data Development Diagnostic Distress Drops Education Educational Intervention Educational process of instructing Effectiveness Emotional Empirical Research Enrollment Ensure Environment Exhibits Experimental Designs Face Failure Future Head Start Program Home environment Intelligence Intervention Job Satisfaction Lead Literature Maintenance Measures Methods Nursery Schools Oppositional Defiant Disorder Outcome Parent-Child Relations Parents Perception Performance Policy Maker Population Problem behavior Program Effectiveness Qualifying Randomized Readiness Recruitment Activity Reporting Research Research Personnel Schools Services Social Problems Stratification Students Substance abuse problem Symptoms Training Training Programs Violence Work base conduct problem early childhood experience high risk improved informant intervention program meetings policy implication programs public health relevance satisfaction skills social success teacher therapy design treatment effect treatment program

Achievement Address Aftercare Behavior Behavioral Caregivers Child Child Behavior Communities Competence Complex Conduct Disorder Conflict (Psychology)Data Development Diagnostic Distress Drops Education Educational Intervention Educational process of instructing Effectiveness Emotional Empirical Research Enrollment Ensure Environment Exhibits Experimental Designs Face Failure Future Head Start Program Home environment Intelligence Intervention Job Satisfaction Lead Literature Maintenance Measures Methods Nursery Schools Oppositional Defiant Disorder Outcome Parent-Child Relations Parents Perception Performance Policy Maker Population Problem behavior Program Effectiveness Qualifying Randomized Readiness Recruitment Activity Reporting Research Research Personnel Schools Services Social Problems Stratification Students Substance abuse problem Symptoms Training Training Programs Violence Work base conduct problem early childhood experience high risk improved informant intervention program meetings policy implication programs public health relevance satisfaction skills social success teacher therapy design treatment effect treatment program

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项目摘要

DESCRIPTION (provided by applicant): Recent research initiatives have suggested that the number of children experiencing behavioral difficulties in school settings has increased (U.S. Department of Education, 2007), and research with Head Start populations suggests that between 16% and 30% of children exhibit ongoing conduct problems for teachers (Kupersmidt, Bryant, & Willoughby, 2000). Children with problematic behaviors are at high risk for academic problems and failure, school absences, teacher conflict, expulsion, and eventually school drop-out, delinquency, substance abuse, and violence (e.g., Broidy et al., 2003). Although researchers have long considered intelligence to be a key predictor of school performance, recent evidence suggests that social, emotional, and behavioral competencies are independent and important predictors of achievement (Webster- Stratton, Reid, & Stoolmiller, 2008). To ensure children's competencies across these interconnected domains, efforts must begin early, ideally within the preschool years (Mashburn & Pianta, 2006). The purpose of the proposed study is to evaluate the effectiveness of a short-term, manualized teacher training intervention designed to improve social, emotional, and behavioral competence of Head Start children, and increase teacher-efficacy and job satisfaction. The Teacher-Child Interaction Training Preschool Program (TCIT-PRE) Program is an adaptation of the empirically-supported Parent-Child Interaction Therapy (PCIT) for use with teachers. This particular study will help address the current gaps in the teacher training literature by: (a) utilizing a control condition to determine he effectiveness of the program in improving social, emotional, and behavioral competence in children and efficacy/satisfaction for teachers; (b) utilizing multi- method, multi-symptom, and multi-informant assessment (including three separate observational measures) to evaluate teacher and child behaviors, as well as the overall classroom setting; (c) collecting data in a longitudinal manner to evaluate the maintenance of treatment gains; and (d) evaluating generalization of behavioral changes from the classroom environment to the home. For the proposed study, 12 Lead Teachers, 12 Assistant Teachers, and approximately 220 children (and their caregivers) will be recruited from six Head Start Centers. The proposed study will utilize a roll-out type experimental design in which Head Start classrooms will be randomly assigned to either immediate or delayed TCIT-PRE intervention. Outcomes are at two levels--the student level (behavioral outcomes) and teacher level (satisfaction outcomes). This research will provide important information to Head Start researchers, practitioners, and policy makers on the efficacy of a widely applicable and easily disseminated teacher training program in reducing a broad spectrum of social and behavioral problems that could negatively impact preschoolers' acquisition of important skills relevant to future school readiness and adjustment.

描述（由申请人提供）：最近的研究计划表明，在学校环境中遇到行为困难的儿童人数增加了（美国教育部，2007年），而与头开始人群的研究表明，16％至30％的儿童中有16％至30％的儿童表现出正在进行的教师的行为问题（kupersmidt，Bryant，Bryant，＆Willough，＆Willough，Willough，2000年）。有问题行为的儿童面临学术问题和失败，学校缺勤，教师冲突，驱逐出境，最终辍学，犯罪，滥用药物和暴力的高风险（例如Broidy等，2003）。尽管研究人员长期以来一直认为情报是学校表现的关键预测指标，但最近的证据表明，社会，情感和行为能力是成就的独立和重要预测因素（Webster-Stratton，Reid，＆Stoolmiller，2008年）。为了确保这些相互联系的领域的儿童能力，必须在学龄前年代开始努力（Mashburn＆Pianta，2006年）。拟议的研究的目的是评估短期，手动的教师培训干预措施的有效性，旨在提高脑海中儿童的社会，情感和行为能力，并提高教师效能和工作满意度。教师互动培训幼儿园计划（TCIT-PRE）计划是对经验支持的亲子互动疗法（PCIT）的改编，供教师使用。这项特定的研究将有助于解决教师培训文献中当前的差距：（a）利用控制条件来确定该计划在改善儿童的社会，情感和行为能力方面的有效性以及对教师的效力/满意度；（b）利用多种方法，多症状和多信息评估（包括三种独立的观察措施）来评估教师和儿童行为以及整个课堂环境；（c）以纵向方式收集数据以评估治疗收益的维持；（d）评估从课堂环境到家庭的行为变化的概括。在拟议的研究中，将从六个头开始中心招募12名首席教师，12名助理老师和大约220名儿童（及其护理人员）。拟议的研究将利用推出类型的实验设计，其中将随机分配给立即或延迟的TCIT-PRE干预。成果分为两个层次 - 学生级别（行为成果）和教师级别（满意成果）。这项研究将为首席研究人员，从业人员和政策制定者提供重要的信息，以了解广泛适用且易于传播的教师培训计划，以减少各种社会和行为问题，这可能会对学龄前儿童对未来的学校准备和调整相关的重要技能产生负面影响。