ABSTRACT

Evaluations of the use of behavioural methods in educational settings are characterized by encouraging results, studies of individual and group applications and a high level of professional staffing. There is still, however, a dearth of control-group studies and studies of service applications. This chapter describes a control group study that was carried out by the Teacher–Child Interaction Project (TCIP), focusing on how teachers involved with the project and their children changed in the classroom.