Effectiveness of the Teacher Module of the Prevention Program for Externalizing Problem Behaviour in Preschoolers (PEP-TE)

This study has been completed.
Sponsor:
Information provided by:
German Research Foundation
ClinicalTrials.gov Identifier:
NCT01352104
First received: May 9, 2011
Last updated: May 10, 2011
Last verified: April 2011
  Purpose

Investigating effectiveness of the cognitive-behavioral based teacher training under routine care conditions by comparison of a baseline-interval with no special intervention to a following interval of PEP for the kindergarten teachers only each focussing on one child (3-6 years old) that the teacher herself indicated as "needing special attention for externalising behaviour". Effects on child symptoms and teachers behavior and burden within intervention-period are expected to be stronger than those during waiting-period.


Condition Intervention
Behavior Problem of Childhood and Adolescence
Behavioral: PEP-TE

Study Type: Interventional
Study Design: Endpoint Classification: Efficacy Study
Intervention Model: Crossover Assignment
Masking: Open Label
Primary Purpose: Prevention
Official Title: Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior

Resource links provided by NLM:


Further study details as provided by German Research Foundation:

Primary Outcome Measures:
  • Change in children's externalizing behavior [ Time Frame: pre1, pre2, post, 3-, 6-, 9- & 12 month FU ] [ Designated as safety issue: No ]
    Externalizing Behavior Scale of the Caregiver/Teacher-Report Form (C-TRF/ 1 1/2-, Achenbach, T.M. & Rescorla L.A.,2001) rated by participating teacher


Enrollment: 144
Study Start Date: January 2004
Study Completion Date: December 2006
Primary Completion Date: March 2005 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: waiting-intervention-course Behavioral: PEP-TE
PEP-TE for kindergarten teachers of children with externalizing behaviour problems aged 3 to 6 years leads to use classical strategies of changing behaviour (defining rules, appropriate commands, positive and negative consequences) based on the "coercive interaction process" (cf. Patterson, 1982) as explanatory model for target situations. In 10 units (90-120 minutes) four to six teachers in one group develop individually tailored solutions to specified externalizing behavior problems of the target child. General strategies of improving positive interactions as well as resources and strategies for reducing stress and gaining new energy are discussed. Summary and reflection of the teacher' experiences and ideas of changes in routines prevents relapses.

Detailed Description:

Findings of the PEP-efficacy-study based on a randomised controlled sampling ((ISRCTN CCT-NAPN-18918) using combined training-modules for parents and teachers showed positive effects on children's behaviour in the intervention-group. These effects in teacher's view were stronger than in the control-group but could not be proved to be statistically significant. Moreover after this first step of evaluation there remain unanswered questions concerning the stability of effects after transferring the program in routine care. Therefore the study is continued by an effectiveness-study.

  Eligibility

Ages Eligible for Study:   3 Years to 6 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No
Criteria

Inclusion Criteria:

  • teacher's interest in participating in a specific further training
  • Identification of a target child (externalizing problem behavior)by teacher
  • possibility of participation in at least 4 assessments (pre1, pre2, post,1stFU)

Exclusion Criteria:

  Contacts and Locations
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Please refer to this study by its ClinicalTrials.gov identifier: NCT01352104

Locations
Germany
Clinic for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne
Cologne, NRW, Germany, 50931
Sponsors and Collaborators
German Research Foundation
Investigators
Principal Investigator: Manfred Döpfner, PhD University of Cologne
  More Information

No publications provided

Responsible Party: Manfred Döpfner, Clinic of Child and Adolescent Psychiatrie and Psychotherapy, University of Cologne, Germany
ClinicalTrials.gov Identifier: NCT01352104     History of Changes
Other Study ID Numbers: DO 620/2-4
Study First Received: May 9, 2011
Last Updated: May 10, 2011
Health Authority: Germany: Ethics Committee at the University of Cologne

Keywords provided by German Research Foundation:
Externalizing Problem Behaviour in Preschoolers

ClinicalTrials.gov processed this record on July 22, 2014