Implementing empirically supported interventions: Teacher-Child interaction therapy

Abstract

Using a case study approach, the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting was presented. TCIT was found to increase the number of positive interactions between the child and teacher. In addition, TCIT was effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Although the case study provided initial empirical evidence, additional research is needed to fully support the use of TCIT. Specifically, research using a multiple case study approach is recommended. © 2000 John Wiley & Sons, Inc.