Effectiveness of the Teacher Module of the Prevention Program for Externalizing Problem Behaviour in Preschoolers
PEP-TE
Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior
1 other identifier
interventional
144
1 country
1
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.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
Started Jan 2004
Typical duration for not_applicable
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
Study Start
First participant enrolled
January 1, 2004
CompletedPrimary Completion
Last participant's last visit for primary outcome
March 1, 2005
CompletedStudy Completion
Last participant's last visit for all outcomes
December 1, 2006
CompletedFirst Submitted
Initial submission to the registry
May 9, 2011
CompletedFirst Posted
Study publicly available on registry
May 11, 2011
CompletedMay 11, 2011
April 1, 2011
1.2 years
May 9, 2011
May 10, 2011
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
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
Study Arms (1)
waiting-intervention-course
EXPERIMENTALInterventions
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.
Eligibility Criteria
You may qualify if:
- 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)
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
Clinic for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne
Cologne, North Rhine-Westphalia, 50931, Germany
Study Officials
- PRINCIPAL INVESTIGATOR
Manfred Döpfner, PhD
University of Cologne
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Masking
- NONE
- Purpose
- PREVENTION
- Intervention Model
- CROSSOVER
- Sponsor Type
- OTHER
Study Record Dates
First Submitted
May 9, 2011
First Posted
May 11, 2011
Study Start
January 1, 2004
Primary Completion
March 1, 2005
Study Completion
December 1, 2006
Last Updated
May 11, 2011
Record last verified: 2011-04