Child Teacher Relationship Training as a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior

Autor/in	Gonzales, Terri Lynn
Titel	Child Teacher Relationship Training as a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior
Quelle	(2012), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9927-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Student Relationship; Preschool Teachers; Preschool Children; Early Intervention; Mental Health; Behavior Problems; At Risk Students; Teacher Aides; Statistical Analysis; Observation; Statistical Significance; Pretests Posttests; Comparative Analysis; Measures (Individuals); Control Groups; Experimental Groups; Federal Programs; Early Childhood Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Psychohygiene; Handreichung; Lehrerhilfe; Statistische Analyse; Beobachtung; Messdaten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters' reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < 0.05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF:?[subscript p][superscript 2] = 0.173; DOF: ?[subscript p][superscript 2] = 0.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10