Implementing empirically supported interventions: Teacher‐Child interaction therapy

By D. Mcintosh, Mary G. Rizza, L. Bliss. 2000

89 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/23bb7193636a4eadcc8d9531db69cc6ed552792a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Katherine Driscoll
2. Robert C. Pianta
3. B. Hamre
4. Andrew J. Mashburn
5. S. Rimm-Kaufman
6. Jason T. Downer
7. H. Koomen
8. J. Spilt

In Developmental and Educational Psychology

1. Robert C. Pianta

Citations in the corpus

• Using a whole‐class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior (2004, unknown): “Results for the use of PCIT skills with the entire class were consistent with those found by McIntosh et al. (2000) when using these skills with one child outside of the classroom.”
• Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “A case study found that Teacher–Child Interaction Therapy increased the number of positive interactions between the child and teacher and was effective in reducing the child’s disruptive behaviors (McIntosh et al., 2000).”