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Effects of a modular teacher coaching program on child attention problems and disruptive behavior and on teachers’ self-efficacy and stress
School Psychology International ( IF 2.056 ) Pub Date : 2020-09-21 , DOI: 10.1177/0143034320958743
Charlotte Hanisch , Ilka Eichelberger , Stefanie Richard 1 , Manfred Doepfner 2
Affiliation  

Symptoms of attention-deficit/hyperactivity and oppositional defiant disorder are associated with a multitude of psychosocial developmental risks, e.g. academic underachievement. Various cognitive behavioral interventions have proven to be effective in reducing problem behavior in school settings. Drawing on this previous work and on our parent-focused preventive and therapeutic programs, we developed the school-based coaching for elementary school teachers of children with attention deficits or disruptive behavior problems (SCEP). Based on functional behavior assessment, SCEP addresses teachers of children with severe externalizing behavior problems in an individualized modular manner. It consists of a one-day training course and fortnightly one-to-one or team-coaching sessions. We analyzed the effects of SCEP in a within-subject control group design (N = 60), with student attention problems and rule-breaking behavior during class as the primary outcome measure. SCEP was found to reduce problem behavior during lessons, with small to medium effect sizes (d = 0.42–0.6). After the intervention, teachers reported changes in their use of praise and felt more confident managing the class (d = 0.58). The results of SCEP are discussed in light of multi-tiered preventive approaches that suggest extensive individualized interventions based on functional behavior analysis for children with severe problem behavior.

中文翻译:

模块化教师辅导计划对儿童注意力问题和破坏性行为以及教师自我效能和压力的影响

注意力缺陷/多动症和对立违抗障碍的症状与多种心理社会发展风险有关,例如学业成绩不佳。各种认知行为干预已被证明可有效减少学校环境中的问题行为。借鉴之前的工作以及我们以家长为中心的预防和治疗计划,我们为有注意力缺陷或破坏性行为问题 (SCEP) 的儿童的小学教师开发了校本辅导。SCEP基于功能行为评估,以个性化的模块化方式解决有严重外化行为问题的儿童教师。它包括为期一天的培训课程和每两周一次的一对一或团队辅导课程。我们分析了 SCEP 在受试者内控制组设计 (N = 60) 中的影响,将学生注意力问题和课堂上的违规行为作为主要结果衡量标准。发现 SCEP 可以减少课程中的问题行为,效果大小为中小(d = 0.42–0.6)。干预后,教师报告了他们使用表扬的变化,并且对管理课堂更有信心(d = 0.58)。SCEP 的结果是根据多层预防方法进行讨论的,这些方法建议基于对严重问题行为儿童的功能行为分析进行广泛的个性化干预。6). 干预后,教师报告了他们使用表扬的变化,并且对管理课堂更有信心(d = 0.58)。SCEP 的结果是根据多层预防方法进行讨论的,这些方法建议基于对严重问题行为儿童的功能行为分析进行广泛的个性化干预。6). 干预后,教师报告了他们使用表扬的变化,并且对管理课堂更有信心(d = 0.58)。SCEP 的结果是根据多层预防方法进行讨论的,这些方法建议基于对严重问题行为儿童的功能行为分析进行广泛的个性化干预。
更新日期:2020-09-21
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