Disruptive behaviour problems Mental and Behavioural Disorders Behavioural and emotional disorders with onset usually occurring in childhood and adolescence
Conditions
Interventions
Current intervention as of 14/03/2024:
Participants were randomly assigned to the following conditions:
1. Daycare-based social skills training for educators to use in class (16 sessions over 6 mont
Sponsors
University of Montreal
Centre Hospitalier Universitaire Sainte-Justine
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Current inclusion criteria as of 25/07/2022: 1. Daycare centers: 1.1. Large enough to have preschoolers grouped by age, e.g. a classroom of 3-year-olds 1.2. Qualified early childhood educators on staff 1.3. Located in low-income neighborhoods in selected urban areas of the province of Quebec, as defined by official municipal or provincial criteria 2. Children: 2.1. Aged between 36 and 42 months in September of the ongoing school year 2.2. Informed written consent from their parents must be provided 3. Parents: 3.1. Parents must be able to fill in the evaluation questionnaires in French or in English _____ Previous inclusion criteria: 1. Daycare centers: 1.1 At least partially publicly funded 1.2 Large enough to have preschoolers grouped by age, e.g. a classroom of 2-year-olds 1.3 Qualified early childhood educators on staff 1.4 Located in low-income neighborhoods in selected urban areas of the province of Quebec, as defined by official municipal or provincial criteria 2. Children: 2.1 Aged between 18 and 30 months in September of the ongoing school year 2.2 Informed written consent from their parents must be provided 3. Parents: 3.1. Parents must be able to fill in the evaluation questionnaires in French or in English
Exclusion criteria
Exclusion criteria: Does not meet inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome measure as of 14/03/2024: Child’s social behaviors assessed by daycare educators assessed by the social behavior questionnaire (SBQ) at pre- and post-intervention assessments (T0, T1 and T2). (Items of the SBQ incorporates items from Preschool Behavior Questionnaire, Child Behavior Checklist, Strengths and Difficulties Questionnaire, the Infant-Toddler Social Emotional Assessment [ITSEA] and the NIH Toolbox. Note that educators performing T2 assessment will not have been involved in the intervention with the study children) _____ Previous primary outcome measure as of 25/07/2022: Child’s social behaviors assessed by daycare educators assessed by the social behavior questionnaire (SBQ) at pre- and post-intervention assessments (T0 and T2). (Items of the SBQ incorporates items from Preschool Behavior Questionnaire, Child Behavior Checklist, Strengths and Difficulties Questionnaire, the Infant-Toddler Social Emotional Assessment [ITSEA] and the NIH Toolbox. Note that educators performing T2 assessment will not have been involved in the intervention with the study children) _____ Previous primary outcome measure: Child’s social behaviors assess by daycare educators assessed by the social behavior questionnaire (SBQ) At pre- (T0), intermediate (T1) and post-intervention assessments (T2-T3) (Items of the SBQ incorporates items from Preschool Behavior Questionnaire, Child Behavior Checklist, Strengths and Difficulties Questionnaire, the Infant-Toddler Social Emotional Assessment [ITSEA] and the NIH Toolbox. Note that at educators performing T3 assessment will not have been involved in the intervention with the study children) | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 25/07/2022: Three types of secondary outcomes will be collected: child-related, educator-related and parent-related. 1. CHILD-RELATED OUTCOMES 1.1. Child’s Social Behaviors assessed by parents using the Social Behavioral Questionnaire (SBQ) at pre-(T0) and post-intervention assessments (T1 and T2). 1.2. Children’s level of stress will be assessed by collecting hair samples at two occasions to measure cortisol concentration. Samples will be collected at daycare by the educator prior to and after the interventions (T0 and T1). 1.3. Child’s healthcare service use assessed by parents assessed using a questionnaire about their healthcare service use (i.e., medical and psychosocial services). Parents will complete this questionnaire at the first and last post-intervention assessments (T1-T2) 1.4. Child’s temperament. Parents will fill the Children’s Behaviour Questionnaire (CBQ) to assess their child’s temperament at pre-intervention assessment (T0). The CBQ items involve statements describing emotions and behaviours that the child may or may not exhibit. The parents respond on a 7-point Likert scale ranging from extremely true to extremely untrue, indicating how closely the statements match the child’s typical behaviour during the recent weeks. The three main domains of the questionnaire are negative affectivity, extraversion and effortful control. 1.5. Two measures of social cognition will be administered. The Empathy Questionnaire (EmQue), completed by the parent at T0, comprises 20 items divided into three scales measuring emotional contagion, attention to the emotions of others and prosocial responses to the emotions of others. The parent will also complete the Children's Social Understanding Scale (CSUS) at T1. This questionnaire has 18 items measuring theory of mind abilities in children aged 2 to 7 years. 2. EDUCATOR-RELATED OUTCOMES 2.1. Sociodemographic and professional information will be collected from the educators | — |
Countries
Canada
Contacts
Public ContactMarie-Kim Chabot
Outcome results
None listed