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

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT01352104
Recruitment Status : Completed
First Posted : May 11, 2011
Last Update Posted : May 11, 2011
Information provided by:
German Research Foundation

Brief Summary:
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 or disease Intervention/treatment Phase
Behavior Problem of Childhood and Adolescence Behavioral: PEP-TE Not Applicable

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.

Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 144 participants
Intervention Model: Crossover Assignment
Masking: None (Open Label)
Primary Purpose: Prevention
Official Title: Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior
Study Start Date : January 2004
Actual Primary Completion Date : March 2005
Actual Study Completion Date : December 2006

Resource links provided by the National Library of Medicine

MedlinePlus related topics: Toddler Health
U.S. FDA Resources

Arm Intervention/treatment
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.

Primary Outcome Measures :
  1. Change in children's externalizing behavior [ Time Frame: pre1, pre2, post, 3-, 6-, 9- & 12 month FU ]
    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

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Ages Eligible for Study:   3 Years to 6 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

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:

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT01352104

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

Responsible Party: Manfred Döpfner, Clinic of Child and Adolescent Psychiatrie and Psychotherapy, University of Cologne, Germany Identifier: NCT01352104     History of Changes
Other Study ID Numbers: DO 620/2-4
First Posted: May 11, 2011    Key Record Dates
Last Update Posted: May 11, 2011
Last Verified: April 2011

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

Additional relevant MeSH terms:
Problem Behavior
Behavioral Symptoms