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Kim S, Nickerson AB, Kim TE. The Role of Second Step Child Protection Unit Online Teacher Training in Explaining Teacher and Student Outcomes: Multilevel SEM Analysis. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:183-195. [PMID: 37234834 PMCID: PMC10205955 DOI: 10.1007/s40653-022-00476-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/29/2022] [Indexed: 05/28/2023]
Abstract
Child sexual abuse (CSA) is a concern given its prevalence and harmful consequences such as depression, anxiety, substance misuse, and low academic performance, which pose great threats to children's sustainable development. In response, teachers must be empowered to play crucial roles in preventing CSA and intervening to avert CSA-related harm. We therefore explored the potential for online teacher training to improve teachers' preventive outcomes of CSA (awareness, commitment, and confidence in reporting) and student outcomes (CSA knowledge and ability to recognize, refuse, and report CSA). To assess the immediate effect of online teaching training, we analyzed pre-and post-test data from the implementation of the Second Step Child Protection Unit (CPU) on 131 teachers and 2,172 students using a multilevel structural equation modeling approach. We found a significant direct effect of online teacher training on improving teachers' preventive outcomes. Furthermore, we detected a significant indirect effect of online teacher training on children's preventive outcomes of CSA knowledge and ability to recognize, refuse, and report CSA via teachers' preventive outcomes of CSA awareness.
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Affiliation(s)
- Sunha Kim
- Department of Counseling, School, and Educational Psychology, University at Buffalo, The State University of New York, 423 Baldy Hall, 14260-1000 Buffalo, NY United States
| | - Amanda B. Nickerson
- Department of Counseling, School, and Educational Psychology, University at Buffalo, The State University of New York, 423 Baldy Hall, 14260-1000 Buffalo, NY United States
| | - Tia E. Kim
- Committee for Children, Buffalo, NY United States
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Davis EM, Schmidt E, Rothenberg WA, Davidson B, Garcia D, Barnett ML, Fernandez C, Jent JF. Universal Teacher-Child Interaction Training in early childhood special education: A cluster randomized control trial. J Sch Psychol 2023; 97:171-191. [PMID: 36914364 DOI: 10.1016/j.jsp.2023.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 04/22/2022] [Accepted: 02/01/2023] [Indexed: 02/20/2023]
Abstract
Growing evidence suggests that Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior, but more rigorous research with larger, diverse samples is needed to understand the effects of TCIT-U on teacher and child outcomes in early childhood special education. Using a cluster randomized control trial, we evaluated the effects of TCIT-U on (a) teacher skill acquisition and self-efficacy and (b) child behavior and developmental functioning. Teachers in the TCIT-U group (n = 37) exhibited significantly greater increases in positive attention skills, increased consistent responding, and decreased critical statements relative to teachers in the waitlist control group (n = 36) at post and 1-month follow-up (d's range from 0.52 to 1.61). Teachers in the TCIT-U group also exhibited significantly fewer directive statements (d's range from 0.52 to 0.79) and greater increases in self-efficacy compared to waitlist teachers at post (d's range from 0.60 to 0.76). TCIT-U was also associated with short-term benefits for child behavior. Frequency (d = 0.41) and total number of behavior problems (d = 0.36) were significantly lower in the TCIT-U group than in the waitlist group at post (but not follow-up), with small-to-medium effects. The waitlist group, but not the TCIT-U group, demonstrated an increasing trend in number of problem behaviors over time. There were no significant between-group differences in developmental functioning. Current findings build support for the effectiveness of TCIT-U as universal prevention of behavior problems with an ethnically and racially diverse sample of teachers and children, including children with developmental disabilities. Implications for implementation of TCIT-U in the early childhood special education setting are discussed.
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Affiliation(s)
- Eileen M Davis
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA.
| | - Ellyn Schmidt
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA; Boston Child Study Center, 729 Boylston St 5th floor, Boston, MA 02116, USA
| | - W Andrew Rothenberg
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA; Duke University Center for Child and Family Policy, 302 Towerview Rd, Durham, NC 27708, USA
| | - Bridget Davidson
- Pediatric Psychology Associates, 1625 North Commerce Parkway, Suite 200, Weston, FL 33326, USA
| | - Dainelys Garcia
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA
| | - Miya L Barnett
- Department of Counseling, Clinical, & School Psychology, University of California, Santa Barbara, CA 93106-9490, USA
| | - Corina Fernandez
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA
| | - Jason F Jent
- University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA
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Rivas A, Mooss A, Pontier CH, Romillo J, Muñoz E. The effect of Universal Teacher-Child Interaction Training on Hispanic teachers' sense of self-efficacy in early childhood education and care settings. INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY 2023; 17:12. [PMID: 37073285 PMCID: PMC10098237 DOI: 10.1186/s40723-023-00115-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 03/27/2023] [Indexed: 05/03/2023]
Abstract
Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children's socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher-Child Interaction Training-Universal (TCIT-U) targets teachers' skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers' sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2-5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers' sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.
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Affiliation(s)
| | - Angela Mooss
- Behavioral Science Research Institute, Miami, FL USA
| | | | - Jackie Romillo
- Early Childhood Development Citrus Health, Citrus Health Network Inc., Miami, FL USA
| | - Emma Muñoz
- Early Childhood Development Citrus Health, Citrus Health Network Inc., Miami, FL USA
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Santiago CD, Bustos Y, Sosa SS, Jolie SA, Flores Toussaint R, Gebhardt S, Stern D, Budd KS. Examining the implementation of Teacher–Child Interaction Training‐Universal in public schools. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
| | - Yvita Bustos
- Department of Psychology Loyola University Chicago Chicago Illinois USA
| | - Susana S. Sosa
- Department of Psychology Loyola University Chicago Chicago Illinois USA
| | - Sarah A. Jolie
- Department of Psychology Loyola University Chicago Chicago Illinois USA
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Intervention Programs to Promote the Quality of Caregiver-Child Interactions in Childcare: A Systematic Literature Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111208. [PMID: 34769727 PMCID: PMC8583547 DOI: 10.3390/ijerph182111208] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 10/18/2021] [Accepted: 10/21/2021] [Indexed: 11/17/2022]
Abstract
Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver–child interaction, fostering children’s socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher–child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions’ efficacy, supporting children’s socioemotional development and caregiver–child interaction. Reflections and considerations for future research are provided.
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Davidson BC, Davis E, Cadenas H, Barnett M, Sanchez BEL, Gonzalez JC, Jent J. Universal Teacher-Child Interaction Training in Early Special Education: A Pilot Cluster-Randomized Control Trial. Behav Ther 2021; 52:379-393. [PMID: 33622507 DOI: 10.1016/j.beth.2020.04.014] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 04/24/2020] [Accepted: 04/27/2020] [Indexed: 11/30/2022]
Abstract
Using a pilot matched-pairs cluster-randomized control trial, we evaluated the acceptability and preliminary outcomes of universal Teacher-Child Interaction Training (TCIT-U) with students with disabilities in early special education programs. Twelve classrooms (clusters) were paired by age and type and then randomly assigned within pairs to either TCIT-U (81 students, 20 teachers) or wait-list control (63 students, 16 teachers) with services as usual. We analyzed the effects of TCIT-U on (a) teachers' skills acquisition via masked observational coding and (b) students' behavior and developmental functioning via teacher questionnaires. For child-directed interaction skills, teachers receiving TCIT-U exhibited significantly greater increases in behavior descriptions and labeled praise than teachers who did not receive TCIT-U at posttreatment and follow-up. No significant group differences were observed in use of teacher-directed interaction skills. Qualitative data from teachers expanded on these findings, suggesting that teachers found child-directed interaction skills more acceptable than teacher-directed interaction skills. Teachers receiving TCIT-U reported small but significant improvements in student behavior problems and socioemotional functioning at posttreatment and follow-up, as compared to wait-list students. We discuss considerations for future implementation and tailoring of TCIT for young students with disabilities, which may have positive impacts on future cohorts of students beyond teachers' initial training.
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Bridgewater JM, Yates TM. Academic implications of insensitive parenting: A mediating path through children's relational representations. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Hubel GS, Cooley JL, Moreland AD. Incorporating evidence-based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large-scale program. PSYCHOLOGY IN THE SCHOOLS 2020; 57:735-756. [PMID: 33833474 DOI: 10.1002/pits.22348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence-based practice, Teacher-Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback reports based on observations, and in-class coaching via modeling and performance feedback on teachers' use of TCIT skills, the consultation program served 55 Head Start classrooms with 789 children. Outcome data are presented on teachers' improvement in TCIT skill use and the relative effectiveness of two coaching methods (i.e., modeling and performance feedback) used during consultation. Results from multilevel modeling analyses indicated that teachers improved in the use of multiple observed TCIT skills between the initial and midyear assessment (i.e., increased frequency of labeled praises, reflections, behavioral descriptions, and commands that were complied with; decreased frequency of commands that children did not have an opportunity to comply with). Additionally, teachers who received coaching in the form of performance feedback, in comparison to modeling, exhibited greater gains in the frequency of labeled praises and commands that resulted in compliance. Discussion focuses on implementation of evidence-based practice in large-scale preventative early interventions, study limitations, and directions for future research.
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Affiliation(s)
- Grace S Hubel
- Department of Psychology, The College of Charleston, Charleston, South Carolina
| | - John L Cooley
- Department of Psychiatry, Developmental Psychobiology Research Group, University of Colorado Anschutz Medical Campus, Aurora, Colorado
| | - Angela D Moreland
- National Crime Victims Research and Treatment Center, Medical University of South Carolina, Charleston, South Carolina
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Losh A, Tipton LA, Eisenhower A, Blacher J. Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD. J Autism Dev Disord 2019; 49:3582-3591. [PMID: 31127483 DOI: 10.1007/s10803-019-04065-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed.
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Affiliation(s)
- Ainsley Losh
- Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 95251, USA.
| | - Leigh Ann Tipton
- Charter College of Education, California State University, Los Angeles, Los Angeles, CA, 90032, USA
| | - Abbey Eisenhower
- College of Liberal Arts, University of Massachusetts, Boston, Boston, MA, 02125, USA
| | - Jan Blacher
- Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA, 95251, USA
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Milojevich HM, Haskett ME. Longitudinal associations between physically abusive parents' emotional expressiveness and children's self-regulation. CHILD ABUSE & NEGLECT 2018; 77:144-154. [PMID: 29353718 PMCID: PMC5857221 DOI: 10.1016/j.chiabu.2018.01.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Revised: 11/07/2017] [Accepted: 01/09/2018] [Indexed: 06/07/2023]
Abstract
The present study took a developmental psychopathology approach to examine the longitudinal association between parents' emotional expressiveness and children's self-regulation. Data collection spanned from 2004 to 2008. Ninety-two physically abusive parents completed yearly assessments of their emotional expressiveness, as well as their children's self-regulation abilities. Observational and behavioral measures were also obtained yearly to capture both parents' emotional expressiveness and children's self-regulation. Specifically, parents participated in a parent-child interaction task, which provided insight into their levels of flat affect. A puzzle box task was completed by each child to assess self-regulation. Results indicated, first, that greater parental expression of negative emotions predicted poorer self-regulation in children, both concurrently and across time. Second, parental expressions of positive emotions and parents' flat affect were unrelated to children's self-regulation. Findings inform our understanding of parental socialization of self-regulation and provide insight into the roles of distinct components of emotional expressiveness. Moreover, findings have crucial implications for understanding emotional expressiveness in high-risk samples and increase our understanding of within-group functioning among maltreating families that may serve as a means to direct intervention efforts.
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Affiliation(s)
- Helen M Milojevich
- Center for Developmental Science, University of North Carolina at Chapel Hill, United States.
| | - Mary E Haskett
- Department of Psychology, North Carolina State University, United States
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Armstrong JM, Haskett ME, Hawkins AL. The Student-Teacher Relationship Quality of Abused Children. PSYCHOLOGY IN THE SCHOOLS 2017; 54:142-151. [PMID: 28713179 PMCID: PMC5509067 DOI: 10.1002/pits.21989] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Considering the association between children's quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success- yet there has been limited research in this area. The purpose of this study was to use cluster analyses to explore within-group differences in relational schemas and quality of student-teacher relationships for 70 abused children. Two clusters of abused children emerged, and as hypothesized, there were significant differences in student-teacher relationships for the two clusters. The cluster with more positive relational schemas had less conflict and less dependency reported by their teachers compared to the cluster with negative relational schemas. However, there were no differences between the clusters in terms of closeness with teachers. Implications for practice in schools is discussed.
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Affiliation(s)
- Jenna Montgomery Armstrong
- Department of Psychology, Box 7650, North Carolina State University, Raleigh NC, USA 27695 phone: 1-502-533-5456
| | - Mary E Haskett
- Department of Psychology, North Carolina State University
| | - Amy L Hawkins
- Department of Psychology, North Carolina State University
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Budd KS, Garbacz LL, Carter JS. Collaborating with Public School Partners to Implement Teacher–Child Interaction Training (TCIT) as Universal Prevention. SCHOOL MENTAL HEALTH 2015. [DOI: 10.1007/s12310-015-9158-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Monaghan M, Clary L, Stern A, Hilliard ME, Streisand R. Protective Factors in Young Children With Type 1 Diabetes. J Pediatr Psychol 2015; 40:878-87. [PMID: 25979083 DOI: 10.1093/jpepsy/jsv041] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2014] [Accepted: 04/16/2015] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To characterize protective factors in young children with type 1 diabetes, and evaluate associations among child protective factors and indicators of diabetes resilience, including better child and parent psychosocial functioning and glycemic control. METHODS Parents of 78 young children with type 1 diabetes reported on child protective factors, child quality of life, parent depressive symptoms, and disease-specific parenting stress. A1c values were collected from medical records. RESULTS Young children with type 1 diabetes were rated as having similar levels of protective factors as normative samples. Greater child protective factors were associated with indicators of diabetes resilience, including higher child quality of life and lower parent depressive symptoms and parenting stress. Regression analyses demonstrated that child protective factors were associated with 16% of the variance in parent-reported depressive symptoms. CONCLUSIONS Attention to child protective factors can enhance understanding of adjustment to type 1 diabetes and may have implications for intervention.
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Affiliation(s)
- Maureen Monaghan
- Children's National Health System, Washington, DC, George Washington University School of Medicine, and
| | - Lauren Clary
- Children's National Health System, Washington, DC, George Washington University School of Medicine, and
| | - Alexa Stern
- Children's National Health System, Washington, DC
| | | | - Randi Streisand
- Children's National Health System, Washington, DC, George Washington University School of Medicine, and
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