Faculty Sponsor, if applicable
Karen Budd, Ph.D.
This study is part of a larger study assessing the impacts of Teacher-Child Interaction Training (TCIT), an early childhood intervention. TCIT is designed to benefit all preschoolers by teaching school staff positive attention and effective discipline skills using workshops and in-class coaching (Gershenson et al., 2010; Lyon et al., 2009). One of the ways the impact of this program is measured is through a well-established observation measure called the Dyadic Parent-Child Interaction Coding System adapted for TCIT (DPICS-IV; Eyberg, Nelson, Duke, & Boggs, 2005; Lyons et al., 2009). To determine if additional teacher-child
interaction qualities were present in the Head Start classrooms, a new teacher-child interaction quality rating scale was also created as part of this study. The current study aims to determine if this new measure is correlated with DPICS. It was hypothesized the new measure based on observations by a blind coder would be correlated with findings from DPICS. Findings were significant and suggest a positive correlation to the preliminary DPICS data. The current findings indicate there are additional qualities in classrooms, correlated with DPICS,that help to evaluate quality of teacher-child interactions and include teacher attentiveness, communication, and encouragement. Findings will inform assessments aimed at investigating evidence-based prevention approaches that improve expertise in teacher-child interactions.
Type of Research
Doctoral-Undergraduate Opportunity for Scholarship (DUOS)