Premium
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors
Author(s) -
Williford Amanda P.,
LoCasaleCrouch Jennifer,
Whittaker Jessica Vick,
DeCoster Jamie,
Hartz Karyn A.,
Carter Lauren M.,
Wolcott Catherine Sanger,
Hatfield Bridget E.
Publication year - 2016
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12703
Subject(s) - psychology , developmental psychology , negativity effect , intervention (counseling) , randomized controlled trial , business as usual , medicine , surgery , psychiatry , management , economics
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time , or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.