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Completed

NCT Number: NCT01352104

Effectiveness of the Teacher Module of the Prevention Program for Externalizing Problem Behaviour in Preschoolers

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.

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Key information

Conditions

Behavior Problem of Childhood and Adolescence

Age range

3 year–6 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Clinic for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne

Cologne, North Rhine-Westphalia, 50931, Germany

About this study

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.

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

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

Treatment and study plan

PEP-TE

Behavioral

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 outcomes

  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

Sponsors and collaborators

Lead sponsor

German Research Foundation

Other

Registry information

Official study title

Effectiveness of Guiding Teachers in Individualized Behavioral Intervention Strategies With Preschool Children Indicated for Externalizing Problem Behavior

Acronym: PEP-TE

Important dates

Study start
2004
Primary completion
2005
Study completion
2006
First posted
May 11, 2011
Registry last updated
May 11, 2011

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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