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Parent-Child Interaction Therapy pp 385–391Cite as

Teacher–Child Interaction Therapy for Preschool Classrooms

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Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Research has demonstrated that behavioral improvements in children following completion of PCIT have extended to the classroom setting (McNeil, Eyberg, Eisenstadt, Newcomb, & Funderburk, 1991). And, recent studies have been investigating whether training teachers directly in the use of PCIT skills results in even greater gains at school.

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References

  • Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41, 351–361.

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  • Lyon, A. R., Gershenson, R. A., Farahmand, F. K., Thaxter, P. J., Behling, S., & Budd, K. S. (2009). Effectiveness of teacher–child interaction training (TCIT) in a preschool setting. Behavior Modification, 33(6), 855–884.

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  • McIntosh, D. E., Rizza, M. G., & Bliss, L. (2000). Implementing empirically supported interventions: Teacher–child interaction therapy. Psychology in the Schools, 37, 453–462.

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  • McNeil, C. B., Eyberg, S., Eisenstadt, T. H., Newcomb, K., & Funderburk, B. (1991). Parent-child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20, 140–151.

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  • Tiano, J. D., & McNeil, C. B. (2006). Training head start teachers in behavior management using parent-child interaction therapy: A preliminary investigation. JEIBI, 3, 220–233.

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Author information

Authors and Affiliations

  1. Department of Psychology, West Virginia University, 53 Campus Drive, Morgantown, WV, 26506-6040, USA

    Cheryl Bodiford McNeil

  2. Early Childhood Mental Health Services, 2500 S. Power Road, Suite 108, Mesa, AZ, 85209, USA

    Toni L. Hembree-Kigin

Authors
  1. Cheryl Bodiford McNeil
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  2. Toni L. Hembree-Kigin
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Correspondence to Cheryl Bodiford McNeil .

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McNeil, C.B., Hembree-Kigin, T.L. (2010). Teacher–Child Interaction Therapy for Preschool Classrooms. In: Parent-Child Interaction Therapy. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-88639-8_21

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