Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- German Research Foundation
- Enrollment
- 144
- Locations
- 1
- Primary Endpoint
- Change in children's externalizing behavior
Study Overview
Brief Summary
Investigating effectiveness of the cognitive-behavioral based teacher training under routine care conditions by comparison of a baseline-interval with no special intervention to a following interval of PEP for the kindergarten teachers only each focussing on one child (3-6 years old) that the teacher herself indicated as "needing special attention for externalising behaviour". Effects on child symptoms and teachers behavior and burden within intervention-period are expected to be stronger than those during waiting-period.
Detailed Description
Findings of the PEP-efficacy-study based on a randomised controlled sampling ((ISRCTN CCT-NAPN-18918) using combined training-modules for parents and teachers showed positive effects on children's behaviour in the intervention-group. These effects in teacher's view were stronger than in the control-group but could not be proved to be statistically significant. Moreover after this first step of evaluation there remain unanswered questions concerning the stability of effects after transferring the program in routine care. Therefore the study is continued by an effectiveness-study.
Study Design
- Study Type
- Interventional
- Intervention Model
- Crossover
- Primary Purpose
- Prevention
- Masking
- None
Eligibility Criteria
- Ages
- 3 Years to 6 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •teacher's interest in participating in a specific further training
- •Identification of a target child (externalizing problem behavior)by teacher
- •possibility of participation in at least 4 assessments (pre1, pre2, post,1stFU)
Exclusion Criteria
- Not provided
Arms & Interventions
waiting-intervention-course
Intervention: PEP-TE (Behavioral)
Outcomes
Primary Outcomes
Change in children's externalizing behavior
Time Frame: pre1, pre2, post, 3-, 6-, 9- & 12 month FU
Externalizing Behavior Scale of the Caregiver/Teacher-Report Form (C-TRF/ 1 1/2-, Achenbach, T.M. \& Rescorla L.A.,2001) rated by participating teacher
Secondary Outcomes
No secondary outcomes reported