Teacher Child Interaction Training (TCIT): Randomized Control Trial

Not Applicable

Completed

• Conditions: Behavior, Child
• Interventions: Behavioral: TCIT; Behavioral: Booster

• Registration Number: NCT04000230
• Lead Sponsor: University of Miami

Brief Summary

This study is being conducted to evaluate the effects of TCIT on child development, child behavior, and teacher use of skills in the classroom.

Detailed Description

Not available

Basic Information
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Recruitment & Eligibility
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Study & Design
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Trial Locations

Study Timeline

• Study Start: 2017-07-07
• Study First Submitted: 2019-06-25
• Study First Submitted QC: 2019-06-25
• Study First Posted: 2019-06-27
• Primary Completion: 2021-07-30
• Study Completion: 2021-07-30
• Status Verified: 2021-08
• Last Update Submitted: 2021-08-02
• Last Update Posted: 2021-08-03

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 622

Inclusion Criteria

• UMTCIT will target classrooms of children ages 1-5 enrolled in four participating B-2 Early Education Programs in Miami-Dade County: Debbie School, Easterseals South Florida, Arc of South Florida, and Linda Ray Intervention Center. Participants will also include school staff (teachers, teaching assistants, physical therapists, occupational therapists, speech/language pathologists) and students.

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Exclusion Criteria

• Children will be excluded from the study if they are 6 years of age or older or younger than 12 months of age at the start of each wave of treatment.

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
TCIT	Booster	Teachers in the intervention group receive TCIT in the first half of the school year and booster coaching is provided throughout the second half of the school year as the Waitlist Control group is trained.
TCIT	TCIT	Teachers in the intervention group receive TCIT in the first half of the school year and booster coaching is provided throughout the second half of the school year as the Waitlist Control group is trained.
Waitlist Control	TCIT	Waitlist Control teachers do not receive any intervention for the first half of the school year. They then receive the same TCIT training as the intervention group in the second half of the school year.

Primary Outcome Measures

Name	Time	Method
Change in teacher use of TCIT skills	Baseline to 8 months	Teacher-Child Interaction Coding System (TCICS) in a behavioral coding system that allows trained observers to tally the occurrence of certain teacher behaviors. For CDI skills, if teachers use the skills at a frequency of 5 or more each, they have demonstrated proficiency. If they use the skills at a frequency of 7 or more each, they have demonstrated mastery. For TDI skills, percent correct follow-up of commands and questions at a rate of 50% demonstrates proficiency. Percent correct follow-up at a rate of 75% demonstrates mastery.
Student social-emotional functioning	8 months	The Devereux Early Childhood Assessment (DECA) identifies each domain as an area of strength (T-score \>=60), an area of need (T-score \<=40), or an area of typical functioning (T-score = 41-59). DECA t-scores range from 28 to 72 with higher scores indicating higher functioning.
Child prosocial behaviors	8 months	The Behavior Assessment System for Children, Third Edition - Student Observation System (BASC-3 SOS) is a behavioral observation coding system that allows for interval recording of a wide range of child positive and negative behaviors that may promote or impede learning and adjustment in the classroom.; For the Adaptive Behaviors scale, there are 4 behaviors rated across 30 intervals, for a total possible score of 120 (range 0-120). Higher scores on the Adaptive Behaviors scale are indicative of higher functioning.
Child disruptive/maladaptive behaviors	8 months	The Behavior Assessment System for Children, Third Edition - Student Observation System (BASC-3 SOS) is a behavioral observation coding system that allows for interval recording of a wide range of child positive and negative behaviors that may promote or impede learning and adjustment in the classroom.; The Problem Behaviors scale consists of 10 behaviors rated across 30 intervals, for a total possible score of 300 (range 0-300). Higher scores on the Problem Behaviors scale are indicative of poorer functioning.

Secondary Outcome Measures

Name	Time	Method
Child disruptive behaviors	8 months	The Sutter-Eyberg Student Behavior Inventory-Related (SESBI-R) is a teacher rating scale of disruptive behavior of children. It is a 38-item questionnaire with each item scored from 1 (never) to 7 (always) for a total scoring range of 38-266. The higher score indicates increased child's disruptive behavior in the classroom setting.
Child language development	8 months	Assess early language based on the MacArthur Communicative Development Inventories (CDI). It is comprised of an 89-word vocabulary checklist. The score is assessed in the amount of correct answers and measured in percentiles, from less than 1 to 100, depending on the child's age. Higher percentile scores indicate a higher vocabulary (i.e., more language) and lower percentile scores indicate a lower vocabulary (i.e., less language).

Trial Locations

Locations (4)

Linda Ray Intervention Center; 🇺🇸 Miami, Florida, United States

Arc of South Florida; 🇺🇸 Miami, Florida, United States

Debbie School; 🇺🇸 Miami, Florida, United States

EasterSeals South Florida; 🇺🇸 Miami, Florida, United States