Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behaviour: a cluster randomised trial.
Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behaviour: a cluster randomised trial.
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DOI：
10.1017/gmh.2017.29
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Walker S
中科院分区：
文献类型：
--
作者：
Baker-Henningham H;Walker S
基于广泛的试点工作，我们适应了令人难以置信的岁月（IY）教师培训计划，以牙买加学前教育设置，并通过一个集群随机试验评估这个适应版本。在牙买加金斯顿的24所社区幼儿园被随机分配到干预组（12所学校，37名教师）或对照组（12所学校，36名教师）。干预措施包括通过八个全天的培训讲习班和四个单独的1小时的课堂支持会议在课堂管理培训教师。结果的测量包括直接观察教师的积极和消极的行为，全班和高风险的儿童和四个观察员评级：两个措施的全班儿童行为和两个措施的课堂气氛。在6个月随访时重复测量。干预的显着好处被发现为教师的积极[效应大小（ES）= 3.35]和消极的（ES = 1.29）行为对整个班级和高风险儿童的影响（正：ES = 0.83;负：ES = 0.50）和观察员对全班儿童行为的评分（ES = 0.73），孩子的兴趣和热情（ES = 0.98），教师的温暖（ES = 2.03）和提供的机会分享和帮助（ES = 5.72）。在6个月的随访中，干预的显著益处持续存在：积极行为（ES = 2.70），消极行为（ES = 0.98），儿童行为（ES = 0.50），儿童兴趣和热情（ES = 0.78），教师温暖（ES = 0.91），分享和帮助的机会（ES = 1.42）。经过调整的国际教育年教师培训方案对教师的行为和全班级的儿童行为措施产生了很大的好处，并在6个月的后续行动中得到了持续。效益的大小类似于那些在试点研究中发现的最低限度的适应版本，需要显着更多的课堂上支持教师。
Based on extensive piloting work, we adapted the Incredible Years (IY) teacher-training programme to the Jamaican preschool setting and evaluated this adapted version through a cluster-randomised trial. Twenty-four community preschools in Kingston, Jamaica were randomly assigned to intervention (12 schools, 37 teachers) or control (12 schools, 36 teachers). The intervention involved training teachers in classroom management through eight full-day training workshops and four individual 1-h in-class support sessions. Outcome measurements included direct observation of teachers’ positive and negative behaviours to the whole class and to high-risk children and four observer ratings: two measures of class-wide child behaviour and two measures of classroom atmosphere. Measures were repeated at a six-month follow-up. Significant benefits of intervention were found for teachers’ positive [effect size (ES) = 3.35] and negative (ES = 1.29) behaviours to the whole class and to high-risk children (positive: ES = 0.83; negative: ES = 0.50) and for observer ratings of class-wide child behaviour (ES = 0.73), child interest and enthusiasm (ES = 0.98), teacher warmth (ES = 2.03) and opportunities provided to share and help (ES = 5.72). At 6-month follow-up, significant benefits of intervention were sustained: positive behaviours (ES = 2.70), negative behaviours (ES = 0.98), child behaviour (ES = 0.50), child interest and enthusiasm (ES = 0.78), teacher warmth (ES = 0.91), opportunities to share and help (ES = 1.42). The adapted IY teacher-training programme produced large benefits to teacher's behaviour and to class-wide measures of children's behaviour, which were sustained at 6-month follow-up. Benefits were of a similar magnitude to those found in a pilot study of the minimally adapted version that required significantly more in-class support for teachers.
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DOI：
10.1192/bjp.bp.111.096834
发表时间：
2012-08
期刊：
The British journal of psychiatry : the journal of mental science
影响因子：
--
作者：
Baker-Henningham H;Scott S;Jones K;Walker S
通讯作者：
Walker S
影响因子：
5.4
作者：
Bernal, Raquel;Fernandez, Camila
通讯作者：
Fernandez, Camila
影响因子：
5.9
作者：
Stoolmiller, M;Eddy, JM;Reid, JB
通讯作者：
Reid, JB
影响因子：
4.6
作者：
Mashburn, Andrew J.;Pianta, Robert C.;Howes, Carollee
通讯作者：
Howes, Carollee
影响因子：
7.7
作者：
Baker-Henningham, Helen
通讯作者：
Baker-Henningham, Helen