Overview of Teacher-Child Interaction Training (TCIT)
Teacher-Child Interaction Training (TCIT) is an adaptation of PCIT for use with teachers and classrooms. TCIT was designed to improve the social, emotional, and behavioral competence for children 3 to 6 years of age. Additionally, TCIT has been shown to increase teacher-efficacy and job satisfaction for early childhood educators.
Similar to PCIT, TCIT is used to reduce challenging classroom behaviors associated with a wide variety of emotional and behavioral disorders, including:
- Oppositional Defiant Disorder
- Attention-Deficit Hyperactivity Disorder
- Conduct Disorder
- Child Maltreatment and Trauma
- Children Diagnosed with Bipolar Disorder
- Anxiety Disorders
Duration of Treatment
TCIT sessions typically occur twice per week. The average number of sessions to complete TCIT is 20 sessions. However, TCIT is a mastery-based program that continues until the teachers have demonstrated specific skills, and classroom behaviors have improved.
TCIT is Delivered in Two Phases
During the first phase of treatment (Child-Directed Interaction), children are encouraged to lead a play activity while their teachers observe and comment on their child’s positive behaviors and ignore inappropriate behaviors. The primary goal of the first phase of PCIT (the Child-Directed Interaction) is to strengthen positive teacher-child relationships.
In the second phase of the intervention (Teacher-Directed Interaction), teachers learn how to deliver clear, direct commands to reward child compliance and utilize effective strategies for child noncompliance. The primary goal of the second phase of PCIT (the Teacher-Directed Interaction) is to change ineffective teacher-child interaction patterns. The second phase also includes classroom management strategies that further reduce behavioral problems.
Live Coaching of Skills with Teachers
Like PCIT, TCIT is comprised of didactic, teaching sessions where the skills are introduced and role-played with teachers, as well as subsequent coaching sessions with students to facilitate the mastery of skills. In fact, TCIT was carefully created to meet the specialized needs of the classroom environment, but still retain the core principles and goals of PCIT.
Different from PCIT, TCIT coaching occurs with teachers in both: (1) Training Rooms – where the skills are initially learned and mastered with small groups of children; and (2) Classrooms – where the skills are generalized to the broader classroom setting.
TCIT – Prevention and Intervention
Dr. Campbell’s TCIT Program is both a Prevention and Intervention Model. That is, TCIT has continually demonstrated significant decreases in disruptive behavior for children who frequently exhibit behavioral problems. Equally important, research results indicate that TCIT reduces the risk of future challenging behaviors for children who are not exhibiting behavioral difficulties.