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Improving teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention

Resource Type: Reports & Papers
Author(s): Vancraeyveldt, Caroline; Verschueren, Karine; Wouters, Sofie; Noortgate, Wim Van den; Colpin, Hilde;
Date Issued: February, 2015
Description: The school-based Playing-2-gether is a 12-week intervention with two components aimed at decreasing child externalizing behavior through improving teacher-child interactions. The first component is rooted in attachment theory and aimed at enhancing teacher-child relationship quality, and the second is based on learning theory and aimed at improving teachers' behavior management. In this three-wave randomized study, effects of Playing-2-gether on the teacher-child relationship quality and on teacher-rated child behavioral adjustment were investigated. To this aim, 175 dyads consisting of male preschoolers with relatively high levels of externalizing problem behavior and their teachers were randomly assigned to Playing-2-gether (n=89) or an education-as-usual control condition (n=86). Teacher-rated questionnaires were collected at pre-test, after the first intervention component, and at post-test. At post-test, the intervention group showed a larger decrease in teacher-child conflict, child conduct problems, and child hyperactivity/inattention. Supplementary analyses showed that all positive effects were already visible after the first intervention component and that teacher-child conflict, child conduct problems and hyperactivity/inattention did not further reduce during the second component. In addition, an increase in closeness was found following the first component, but subsequently disappeared at post-test. (author abstract)
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Funder(s): Katholieke Universiteit te Leuven (Catholic University of Leuven) Research Fund
Journal Title: Journal of Abnormal Child Psychology
Volume Number: 43
Issue Number: 2
Page Range: 243-257
Topics: Child Care & Early Education Quality > Process Quality

International Child Care & Early Education > Single-Country Studies

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: Belgium
ISSN: 0091-0627 Paper
1573-2835 Online
Peer Reviewed: yes
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