%0 Journal Article %T A Pilot Study of Universal Teacher¨CChild Interaction Training at a Therapeutic Preschool for Young Maltreated Children %A Alexandra Barnett %A Katie J. Stone %A Lindsay Huffhines %A Rebecca M. Kanine %A Yo Jackson %J Topics in Early Childhood Special Education %@ 1538-4845 %D 2018 %R 10.1177/0271121418790012 %X Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (TAU) at a therapeutic preschool for youth exposed to maltreatment. Thirty-eight children (2¨C5 years old) and eight teachers from four classrooms participated in the study. Teacher behaviors were observed and coded at baseline, mid-treatment, post-treatment, and 3-month follow-up. Teachers reported on children¡¯s behavior and social-emotional skills at baseline, post-treatment, and 3-month follow-up. TCIT-U teachers demonstrated substantial increases in positive attending skills (PRIDE [Praise, Reflection, Imitation, Description, and Enjoyment] skills) and decreases in negative talk and questions during intervention phases, and these skills were maintained at follow-up. In addition, children in the TCIT-U classrooms demonstrated a significantly greater increase in overall social-emotional skills by post-treatment than children in the TAU classrooms, and effect sizes were moderate for all child outcomes. Findings provide preliminary support for TCIT-U¡¯s effectiveness in a therapeutic setting for children exposed to maltreatment %K Teacher¨CChild Interaction Training %K child maltreatment %K teacher behavior %K therapeutic day treatment %K child behavior %K social-emotional skills %U https://journals.sagepub.com/doi/full/10.1177/0271121418790012