Rothenberg W Andrew, Schmidt Ellyn, Davidson Bridget, Garcia Dainelys, Barnett Miya, Fernandez Corina, Mills Kaylen, Jent Jason F, Davis Eileen
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.
University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA.
J Sch Psychol. 2024 Dec;107:101392. doi: 10.1016/j.jsp.2024.101392. Epub 2024 Nov 4.
Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior; however, the exact mechanisms of change are unknown. Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children (M = 41.73 months; 50% White, 45% Black/African-American, 4% Multiracial, 1% Asian; 59% Hispanic; 87% with disabilities) taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which TCIT-U worked to benefit children in this sample. Enrollment in TCIT-U helped teachers learn to provide labeled praise for child behaviors (as measured by observer ratings) and appropriately follow through on commands (as measured by observer ratings) they issued, which subsequently caused children to experience better socioemotional functioning (as measured by on the teacher-reported Devereux Early Childhood Assessment) and fewer externalizing problems (as measured by the Sutter-Eyberg Student Behavior Inventory - Revised). Specifically, being in the TCIT-U intervention predicted more teacher use of labeled praise at post-treatment, which predicted lower child SESBI-Intensity scores at 1-month follow-up (Indirect Effect B = -1.97, SE = 0.73, p < .01). Additionally, being in the TCIT-U intervention predicted teacher follow-up on a greater proportion of direct commands post-treatment, which was associated with fewer student externalizing problem behaviors post-treatment (Indirect Effect B = -1.47, SE = 0.70, p = .04) and with higher student DECA Total Protective Factor scale scores post-treatment (Indirect Effect B = 3.72, SE = 1.63, p = .02). We discuss reasons why changing these two teacher behaviors might serve as mechanisms of change in our sample. Current findings reveal why TCIT-U might be effective as a universal prevention program that promotes socioemotional functioning and reduces externalizing behavior in racially- and ethnically-diverse samples of children with disabilities.
师生互动训练通用版（TCIT-U）在增加教师运用促进儿童积极行为的策略方面是有效的；然而，确切的改变机制尚不清楚。我们在一个由来自八所学校38个班级的102名教师授课的、包含410名种族和民族多样化儿童的样本（平均年龄M = 41.73个月；50%为白人，45%为黑人/非裔美国人，4%为多种族，1%为亚洲人；59%为西班牙裔；87%有残疾）中进行了一项整群随机对照试验，试图确定这些作用机制。结果确定了TCIT-U在此样本中使儿童受益的两种作用机制。参与TCIT-U帮助教师学会对儿童行为给予明确表扬（通过观察者评分衡量），并对他们发出的指令进行适当跟进（通过观察者评分衡量），这随后使儿童的社会情感功能得到改善（通过教师报告的德弗罗幼儿评估量表衡量），外化问题减少（通过修订后的萨特-艾伯格学生行为量表衡量）。具体而言，参与TCIT-U干预预测在治疗后教师会更多地使用明确表扬，这又预测在1个月随访时儿童的萨特-艾伯格学生行为量表强度得分会更低（间接效应B = -1.97，标准误SE = 0.73，p <.01）。此外，参与TCIT-U干预预测教师在治疗后会对更大比例的直接指令进行跟进，这与治疗后学生更少的外化问题行为相关（间接效应B = -1.47，标准误SE = 0.70，p =.04），并且与治疗后学生更高的德弗罗幼儿评估量表总保护因子量表得分相关（间接效应B = 3.72，标准误SE = 1.63，p =.02）。我们讨论了改变这两种教师行为可能作为我们样本中改变机制的原因。当前研究结果揭示了为什么TCIT-U作为一种通用预防项目可能有效，该项目能促进社会情感功能，并减少种族和民族多样化的残疾儿童样本中的外化行为。
