Teacher-Child Interaction Training in Miami-Dade County Early Education Programs: A Randomized Control Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 622
- 试验地点
- 4
- 主要终点
- Change in teacher use of TCIT skills
研究概览
简要总结
This study is being conducted to evaluate the effects of TCIT on child development, child behavior, and teacher use of skills in the classroom.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 12 Months 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •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.
研究组 & 干预措施
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.
干预措施: TCIT (Behavioral)
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.
干预措施: Booster (Behavioral)
Waitlist Control
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.
干预措施: TCIT (Behavioral)
结局指标
主要结局
Change in teacher use of TCIT skills
时间窗: 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
时间窗: 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
时间窗: 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
时间窗: 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.
次要结局
- Child disruptive behaviors(8 months)
- Child language development(8 months)
研究者
Eileen Davis
Assistant Professor of Clinical Pediatrics
University of Miami