Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties

Autor/inn/en	LaForett, Doré R.; Murray, Desiree W.; Reed, Jessica James; Kurian, Jennifer; Mills-Brantley, Rachel
Titel	Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties
Quelle	(2019), (48 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Grade 1; Grade 2; Early Childhood Education; Intervention; Program Implementation; Program Effectiveness; Self Control; Student Behavior; Behavior Modification; Urban Schools; Rural Schools; Educational Resources; Satisfaction; Teacher Attitudes; Counselor Attitudes; Parent Attitudes; Barriers; Evidence Based Practice; Behavior Problems; Mental Health; Comprehensive School Health Education; Attention Deficit Hyperactivity Disorder; Parent Participation; Questionnaires; Job Satisfaction; Socioeconomic Influences; Low Income Groups; Strengths and Difficulties Questionnaire; Minnesota Satisfaction Questionnaire + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstbeherrschung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Bildungsmittel; Zufriedenheit; Lehrerverhalten; Elternverhalten; Psychohygiene; Elternmitwirkung; Fragebogen; Labor; Labour; Satisfaction; Arbeit; Sozioökonomischer Faktor
Abstract	The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17 intervention groups across three cohorts and 11 schools from an ongoing randomized controlled trial are described and implementation data including qualitative feedback from school stakeholders are presented. Results show that, with implementation supports, this adapted model can be delivered in schools with fidelity comparable to the clinic-based model, although several activities were delivered at lower dosage in the low-income urban schools as compared with low-income rural or better resourced schools. Satisfaction among school counselors, teachers, and parents was consistently high. Implementation challenges include logistics such as space and scheduling, program fit with school practices and policies, use of specific treatment strategies such as time-out within the school context, capacity of school personnel to deliver the program, and selection of students and group composition. Lessons learned can inform adaptation and delivery of other evidence-based clinic treatments in school settings. [This paper was published in "Evidence-Based Practice in Child and Adolescent Mental Health" 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01