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

NCT02116088 | Unknown DMC

• 1 other identifier: 01JH1204B
• Study Type: interventional
• Target: 53
• Locations: 1 country
• Sites: 1

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.

Conditions

Problematic Behavior in Children

Keywords

Externalizing problem behavior, teacher training, teacher coaching, primary school, elementary school, continuing professional development, advanced training

Outcome Measures

Primary Outcomes (1)

• Questionnaire on Behavior in School Lessons (FVU)

  one year

Secondary Outcomes (9)

• 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

Study Arms (2)

Receiving Teacher Coaching

ACTIVE COMPARATOR

Teachers who currently take part in teacher coaching

Behavioral: Teacher Coaching

Waiting for Teacher Coaching

NO INTERVENTION

Teachers who are currently waiting for taking part in teacher coaching

Interventions

Teacher Coaching BEHAVIORAL

Receiving Teacher Coaching

Eligibility Criteria

• Age: 6 Years - 11 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• age between 6 and 11 years, externalizing behavior problems

Sponsors & Collaborators

• University of Cologne: lead
• University of Applied Sciences Düsseldorf: collaborator
• German Federal Ministry of Education and Research: collaborator

Study Sites (1)

University Clinic of Cologne

Cologne, North Rhine-Westphalia, 50937, Germany

Location

Study Officials

• Manfred Döpfner, Univ. Prof. Dr.

  University Clinic of Cologne

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Univ. Prof. Dr.

Study Record Dates

• First Submitted: April 14, 2014
• First Posted: April 16, 2014
• Study Start: October 1, 2012
• Primary Completion: March 1, 2017
• Study Completion: April 1, 2017
• Last Updated: March 15, 2017

Record last verified: 2017-03

Locations

DE (1)