PEP-TE
Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior
Sponsor study identifier
interventional
144
1 country
1
Study Start
January 2004
Date type not reportedThis date has not been verified as actual or estimated.
Primary Completion
March 2005
Actual (reported)Study Completion
December 2006
Actual (reported)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.
Registry-reported information. Elapsed time and enrollment totals alone do not measure study progress or recruitment pace.
December 2006
Actual (reported)Click on a node to explore related trials.
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Dates and qualifiers reported by the registry. Estimated dates do not confirm that a milestone has occurred.
January 2004
Date type not reportedThis date has not been verified as actual or estimated.
March 2005
Actual (reported)December 2006
Actual (reported)May 9, 2011
Actual (reported)May 11, 2011
Actual (reported)Change in children's externalizing behavior
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
pre1, pre2, post, 3-, 6-, 9- & 12 month FU
PEP-TE for kindergarten teachers of children with externalizing behaviour problems aged 3 to 6 years leads to use classical strategies of changing behaviour (defining rules, appropriate commands, positive and negative consequences) based on the "coercive interaction process" (cf. Patterson, 1982) as explanatory model for target situations. In 10 units (90-120 minutes) four to six teachers in one group develop individually tailored solutions to specified externalizing behavior problems of the target child. General strategies of improving positive interactions as well as resources and strategies for reducing stress and gaining new energy are discussed. Summary and reflection of the teacher' experiences and ideas of changes in routines prevents relapses.
Registry-reported names are shown in full. Names without a link have not yet been matched to a Syfrah profile.
Clinic for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne
Cologne, North Rhine-Westphalia, 50931, Germany
Manfred Döpfner, PhD
University of Cologne
144 participants (actual enrollment reported by the registry).
First Submitted
May 9, 2011
First Posted
May 11, 2011
Study Start
January 2004
Date type not reportedThis date has not been verified as actual or estimated.
Contact the study team to confirm eligibility.
Primary Completion
March 2005
Actual (reported)Study Completion
December 2006
Actual (reported)Last Updated
May 11, 2011
Record last verified: 2011-04
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Source: ClinicalTrials.gov.
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