Conduct problems in children Mental and Behavioural Disorders
Conditions
Interventions
The intervention is based on The Incredible Years Teacher Training Programme and will be delivered over the 2009/2010 academic year. The intervention will start in November 2009 and continue until May
Sponsors
University of the West Indies (Jamaica)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Community preschools (catering to 3 - 6 year old children) will be included in the study if the school principal and all teachers are willing to participate and if the school: 1. Is situated in a defined disadvantaged, urban area of Kingston and St Andrew 2. Has 3 or 4 classes of children 3. Has a minimum of 20 children in each class Three children from each class will be selected for evaluation of outcomes. Teachers in each class will rate the behaviour of all children in their class on 10 questions for conduct problems using age-appropriate items from the ICD-10 classification of mental and behavioural disorders: Diagnostic criteria for research. Children with the highest scores will be included in the evaluation.
Exclusion criteria
Exclusion criteria: All community preschools who meet the inclusion criteria are eligible for participation. Children will be excluded if: 1. They have an attendance rate of less than 70% 2. They have an identified disability 3. They live in a children's home or place of safety
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Child behaviour through direct observation at school at baseline (beginning of the school year) and at follow up (end of the school year). Observations will include event recording of child aggression and child friendship skills, scan sampling of child disruptive behaviour and ratings of children's conduct problems, activity level, engagement in learning activities and ability to follow classroom rules and expectations. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Child behaviour through teacher and parent report at baseline and follow up using The Eyberg and Sutter/Eyberg Child Behaviour Inventories and The Strengths and Difficulties Questionnaire 2. Child social skills (using the Preschool and Kindergarten Behaviour Scales: social skills scale) and child ADHD (using the Conners ADHD index) by teacher report at baseline and follow up 3. Teacher's positive and negative interactions with children at high risk for developing conduct problems measured through direct observation (event sampling) at baseline and follow up 4. Teachers classroom management practices at baseline and follow up measured through direct observation. These teacher observations include event sampling of teachers' use of positive and negative strategies and observer ratings of the teachers' behaviour and classroom atmosphere. 5. Parent involvement in school at follow up measured by parent report | — |
Countries
Jamaica
Outcome results
None listed