کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
4938160 1363636 2018 13 صفحه PDF سفارش دهید دانلود کنید
عنوان انگلیسی مقاله
Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS
ترجمه فارسی عنوان
کاهش رفتارهای کودک و بهبود تعاملات و روابط معلم و کودک: یک کارآزمایی کنترل شده تصادفی از بهترین در CLASS
کلمات کلیدی
مداخله در اوایل؛ جلوگیری؛ رفتار مشکلی؛
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


- Examines the efficacy of a classroom-based Tier 2 intervention on child problem behavior.
- Teachers delivered program with adherence and competence.
- Child problem behavior, both teacher reported and observed, decreased significantly in intervention classrooms.
- Teacher-child interactions and relationships showed improvement in intervention classrooms.

Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem behaviors; however, Tier-2 interventions that can be delivered by teachers with fidelity in authentic settings are lacking. This study examined the effect of BEST in CLASS, a Tier-2 intervention delivered by teachers, on child problem behavior, teacher-child interactions and teacher-child relationships using a cluster randomized controlled trial design. Participants were 465 children (3-5 year olds) identified at risk for the development of EBDs and their 185 teachers from early childhood programs located in two southeastern states. Significant effects were found across both teacher reported (ES ranging from 0.23 to 0.42) and observed child outcomes (ES ranging form 0.44-0.46), as well as teacher-child relationships (ES ranging from 0.26 to 0.29) and observed teacher-children interactions (ES ranging from 0.26 to 0.45), favoring the BEST in CLASS condition. Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 42, 1st Quarter 2018, Pages 31-43
نویسندگان
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