TitleChanging Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors.
Publication TypeJournal Article
Year of Publication2017
AuthorsWilliford, AP, LoCasale-Crouch, J, Whittaker, JVick, DeCoster, J, Hartz, KA, Carter, LM, Wolcott, CSanger, Hatfield, BE
JournalChild Dev
Volume88
Issue5
Pagination1544-1553
Date Published09/2017
ISSN1467-8624
KeywordsChild Behavior, Child, Preschool, Female, Humans, Interpersonal Relations, Male, Object Attachment, Problem Behavior, School Teachers, Self-Control
Abstract

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.

DOI10.1111/cdev.12703
Alternate JournalChild Dev
PubMed ID27990626