Head Start teachers and their aides (n = 23) were randomly assigned to either the experimental or active control group in this exploratory study of the effectiveness of child–teacher relationship training (CTRT) on 20 economically disadvantaged children exhibiting disruptive behavior. CTRT is based on the principles and procedures of child–parent relationship training (CPRT), a 10-session play based model, which uses parents and caregivers as therapeutic agents of change. Analysis of pre- to mid- to post-tests results revealed that, when compared to the active control group, CTRT demonstrated a large treatment effect on reducing children’s levels of disruptive behavior. The statistical, practical, and clinical findings of this study provide validation of CTRT as a viable early mental health intervention for preschool children in Head Start exhibiting disruptive behaviors.
Provide readers with validation for Child Teacher Relationship Training (CTRT) as a viable mental health intervention for at-risk preschool children exhibiting disruptive behavior.
Identify importance of utilizing teachers and caregivers as therapeutic agents to reach a greater number of children.
Implement CTRT in training teachers to meet children’s social emotional needs more effectively.