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

Study Overview
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Brief Summary
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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.

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

Conditions
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Problematic Behavior in Children

Intervention / Treatment
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* Behavioral: Teacher Coaching


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: age between 6 and 11 years, externalizing behavior problems Exclusion Criteria: -

Ages Eligible for Study
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Minimum Age: 6 Years
Maximum Age: 11 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Single Group Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Receiving Teacher Coaching<br>Teachers who currently take part in teacher coaching | Behavioral: Teacher Coaching<br> <br> |
| No Intervention: Waiting for Teacher Coaching<br>Teachers who are currently waiting for taking part in teacher coaching | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Questionnaire on Behavior in School Lessons (FVU) |  | one year | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Teacher´s Report Form (modified) |  | one year | 
| Questionnaire on Attention Deficit Hyperactivity Disorder (FBB-ADHS) |  | one year | 
| Questionnaire on Conduct Behavior Problems |  | one year | 
| Brief Problem Monitor-Teacher Form (BPM-T/6-18) |  | one year | 
| Weiss-Assessment Scale on Functional Impairment - Parent´s Report (WFIRS-P) |  | one year | 
| Teacher Classroom Management Strategies Questionnaire (TSQ) |  | one year | 
| Perceived Self-Efficacy of Teachers: Panel Design with a new Instrument (LSWS) |  | one year | 
| The Index of Teaching Stress (ITS) |  | one year | 
| Depression Anxiety Stress Scales (DASS) |  | one year | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Externalizing problem behavior, teacher training, teacher coaching, primary school, elementary school, continuing professional development, advanced training