Prevention and Intervention of Externalizing Problem Behavior in School: Development and Evaluation of a Teacher Coaching.

University of Cologne

Status: Unknown

Conditions: Problematic Behavior in Children

Treatments: Behavioral: Teacher Coaching

Study type: Interventional

Funder types: Other

Identifiers

NCT02116088

01JH1204B

Details and patient eligibility

About

Children with externalizing problem behaviour are at risk of developing educational impairment, because of their problems in rule following, social behaviour and attention. This behaviour represents a great challenge for teacher. In addition, time pressures and conflicts with colleagues are the most common sources of stress for teachers. Till now teachers receive no evaluated training which in particular regards externalizing problem behaviour. Therefore we develop and evaluate an indicated prevention program for elementary school teachers with children with externalizing problem behaviour. All teachers of a participating school are given a general overview of externalizing problem behaviour (etiology, diagnosis) and information on evidence-based treatments for children with externalizing problem behaviour in school settings. Single teachers will then participate in a 12 week coaching in which they learn to apply classroom management techniques, strategies to improve their relationships with children, behaviour modification techniques and cognitive interventions to specific target children. The coaching intervention is based on functional behavioural analysis and provides teachers with evidence-based strategies which focuses on one target child.

Longitudinal data will be collected in a within-subject control group design. Dependent measures include teacher and observer reports.

Enrollment: 53 estimated patients

Sex: All

Ages: 6 to 11 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• age between 6 and 11 years, externalizing behavior problems

Exclusion criteria

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Single Group Assignment

Masking: None (Open label)

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53 participants in 2 patient groups

Receiving Teacher Coaching

Active Comparator group

Description:

Teachers who currently take part in teacher coaching

Treatment:

Behavioral: Teacher Coaching

Waiting for Teacher Coaching

No Intervention group

Description:

Teachers who are currently waiting for taking part in teacher coaching