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Gepubliceerd in: Journal of Abnormal Child Psychology 2/2015

01-02-2015

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

Auteurs: Caroline Vancraeyveldt, Karine Verschueren, Sofie Wouters, Sanne Van Craeyevelt, Wim Van den Noortgate, Hilde Colpin

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2015

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Abstract

The school-based Playing-2-gether is a 12-week intervention with two components aimed at decreasing child externalizing behavior through improving teacher-child interactions. The first component is rooted in attachment theory and aimed at enhancing teacher-child relationship quality, and the second is based on learning theory and aimed at improving teachers’ behavior management. In this three-wave randomized study, effects of Playing-2-gether on the teacher-child relationship quality and on teacher-rated child behavioral adjustment were investigated. To this aim, 175 dyads consisting of male preschoolers with relatively high levels of externalizing problem behavior and their teachers were randomly assigned to Playing-2-gether (n = 89) or an education-as-usual control condition (n = 86). Teacher-rated questionnaires were collected at pre-test, after the first intervention component, and at post-test. At post-test, the intervention group showed a larger decrease in teacher-child conflict, child conduct problems, and child hyperactivity/inattention. Supplementary analyses showed that all positive effects were already visible after the first intervention component and that teacher-child conflict, child conduct problems and hyperactivity/inattention did not further reduce during the second component. In addition, an increase in closeness was found following the first component, but subsequently disappeared at post-test.
Voetnoten
1
The total number of participating children (N = 175) was chosen based on simple prior power calculations, showing that when using a between-subject design when comparing two mean score levels at a 0.05 significance level, 175 students are sufficient to have a high robability to detect a small to moderate effect (power > 0.80 for d = 0.40).
 
2
The exclusion criteria for child participation in the intervention were: (a) a diagnosis of autism spectrum disorder, (b) a suspicion of autism spectrum disorder as judged by the child’s teacher and/or parent (s), and/or (c) being enrolled at a similar intervention for behavioral or emotional problems at the time of the screening.
 
3
The subscale hyperactivity/inattention may be considered as a hybrid scale and not a pure measure of EPB, as it consists of items referring to both hyperactivity and attention. Therefore, we deleted the item of the SDQ which refers the most to inattention (“Easily distracted, concentration wanders”), and we conducted the main analyses in the paper with the four remaining items of this “pure” measure of hyperactivity. The results of the analyses with and without this inattention item were similar. Therefore, in this manuscript, we report on the results with the original hyperactivity/inattention scale. The output of these analyses is available on request.
 
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Metagegevens
Titel
Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention
Auteurs
Caroline Vancraeyveldt
Karine Verschueren
Sofie Wouters
Sanne Van Craeyevelt
Wim Van den Noortgate
Hilde Colpin
Publicatiedatum
01-02-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 2/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-014-9892-7

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