Teacher sensitivity and sensitive discipline Not Applicable
Conditions
Interventions
Method of randomization
The researchers randomized the study sample at the school level in a ratio of 1:1 using a random numbers generator to assign the teacher-child dyads to either condition. If onl
Sponsors
VU Amsterdam
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Teachers teaching in kindergarten, grade 1 or 2 (or 3, provided the cognitive functions of the child are at grade 2 level) in primary education, special primary education or special education cluster 4 in the Netherlands 2. Teacher and child speak Dutch 3. Teacher works with the child for at least two days a week 4. Teacher experiences some difficulties in the teacher-child interaction or struggles with the child’s behaviour problems
Exclusion criteria
Exclusion criteria: 1. Teachers from the same class (they can participate in succession with a different child) 2. Teachers and children from special education cluster 1, 2 or 3 (hearing/language impaired, visually impaired or learning and/or physical disability). 3. Children diagnosed with autism
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Teacher sensitivity is measured using observation of the computerized version of the Etch-A-Sketch task and coded using the revised Erickson 7-point rating scale at baseline (T1), 12 weeks later (T2) and 6 months later (T3) 2. Teacher sensitive discipline is measured using observation of the adapted version of the Do-Don’t task and coded using the revised Erickson 7-point rating scale at baseline (T1), 12 weeks later (T2) and 6 months later (T3) | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Quality of the teacher-child relationship is measured from the teacher perspective with the Student-Teacher Relationship Scale (Dutch translation: Leerkracht Leerling Relatie Vragenlijst; Koomen, Verschueren & Pianta, 2007), and from the child’s perspective with the Young Children's Appraisals of Teacher Support (Mantzicopoulos & Neuharth-Pritchett, 2003) at baseline (T1), 12 weeks later (T2) and 6 months later (T3). 2. Child behaviour problems are measured using a teacher-report questionnaire (Teacher Report Form; Achenbach & Edelbrock, 2001) at baseline (T1), 12 weeks later (T2) and 6 months later (T3) 3. Teacher self-efficacy is measured using a teacher self-report questionnaire (Ohio State Teacher Efficacy Scale (OSTES); Tschannen-Moran & Woolfolk, 2001) at baseline (T1), 12 weeks later (T2) and 6 months later (T3) 4. Classroom climate is measured using real-time observation of a morning in the classroom and coded using the adapted version of the Child-Caregiver Interaction Scale (Carl, Overbeek & Starreveld, 2020) at baseline (T1), 12 weeks later (T2) and 6 months later (T3) | — |
Countries
Netherlands
Contacts
Public ContactKim Starreveld
Outcome results
None listed