Teacher–Child Interaction Therapy for Preschool Classrooms

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


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.


Disruptive Behavior Therapist Coach Coaching Session Mastery Criterion Behavioral Description 
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  1. 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.CrossRefGoogle Scholar
  2. 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.Google Scholar
  3. McIntosh, D. E., Rizza, M. G., & Bliss, L. (2000). Implementing empirically supported interventions: Teacher–child interaction therapy. Psychology in the Schools, 37, 453–462.CrossRefGoogle Scholar
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  5. 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.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Cheryl Bodiford McNeil
    • 1
  • Toni L. Hembree-Kigin
    • 2
  1. 1.Department of PsychologyWest Virginia UniversityMorgantownUSA
  2. 2.Early Childhood Mental Health ServicesMesaUSA

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