Clinical trial NCT02116088: Prevention and Intervention of Externalizing Problem Behavior in School: Development and Evaluation of a Teacher Coaching.
Official title: Prevention and Intervention of Externalizing Problem Behavior in School: Development and Evaluation of a Teacher Coaching.
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Problematic Behavior in Children
Keywords: Externalizing problem behavior, teacher training, teacher coaching, primary school, elementary school, continuing professional development, advanced training
Lead sponsor: University of Cologne
Sponsor class: OTHER
Collaborators: name: University of Applied Sciences Düsseldorf
name: German Federal Ministry of Education and Research
First posted: 2014-04-16
Enrollment: 53
Sex: ALL
Minimum age (years): 6
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: SINGLE_GROUP
Primary purpose: PREVENTION

Brief summary: 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.


Eligibility criteria: Inclusion Criteria:

* age between 6 and 11 years, externalizing behavior problems

Exclusion Criteria:

-

Primary outcomes:
measure: Questionnaire on Behavior in School Lessons (FVU)
timeFrame: one year
Secondary outcomes:
measure: Teacher´s Report Form (modified)
timeFrame: one year
measure: Questionnaire on Attention Deficit Hyperactivity Disorder (FBB-ADHS)
timeFrame: one year
measure: Questionnaire on Conduct Behavior Problems
timeFrame: one year
measure: Brief Problem Monitor-Teacher Form (BPM-T/6-18)
timeFrame: one year
measure: Weiss-Assessment Scale on Functional Impairment - Parent´s Report (WFIRS-P)
timeFrame: one year
measure: Teacher Classroom Management Strategies Questionnaire (TSQ)
timeFrame: one year
measure: Perceived Self-Efficacy of Teachers: Panel Design with a new Instrument (LSWS)
timeFrame: one year
measure: The Index of Teaching Stress (ITS)
timeFrame: one year
measure: Depression Anxiety Stress Scales (DASS)
timeFrame: one year
Other outcomes:
Locations:
city: Cologne
country: Germany
facility: University Clinic of Cologne
state: North Rhine-Westphalia
Study officials:
affiliation: University Clinic of Cologne
name: Manfred Döpfner, Univ. Prof. Dr.
role: STUDY_DIRECTOR
References: