Behaviour in the classroom – concentration, disruptive and pro-social Mental and Behavioural Disorders
Conditions
Interventions
The Good Behaviour Game (GBG) is one of the most popular behaviour management systems for primary-aged children. It has an extensive evidence base supporting its use. Since its initial development ove
Sponsors
University of Manchester
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Our target population are children aged 7-8 years of age (Year 3) attending said primary schools at the beginning of the 2015/16 school year 2. All children who are on a given school’s full-time roll in each of the Year 3 classes at the start of the main trial will be considered as potential participants 3. Parental consent will need to be provided for each potential pupil to participate
Exclusion criteria
Exclusion criteria: Any children who do not meet the inclusion criteria specified above will be excluded from the study
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The primary outcome measure for this study is children’s attainment in reading. The primary outcome will be assessed at pre-test (T1), post-test (T3) and at follow-up (T4 and T5). The primary outcome measure at T1 will be derived from the National Pupil Database (see below). At T3, T4 and T5 it will be administered via on-site whole-class testing. The baseline period for the trial coincides with the end of Key Stage 1 teacher assessments for the study cohort and so children’s KS1 National Curriculum reading levels will be used as the pre-test covariate. Post-test assessment of reading will utilize the Hodder Group Reading Test (www.hoddertests.co.uk). This paper-based measure produces National Curriculum levels, reading ages and standardized scores. It can be administered in a whole-class/group context and takes 30-35 minutes to complete, minimizing the data burden for participating schools. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Pupil secondary outcome measures are children’s behaviour which will be assessed at pre-test (T1), after 12 months (T2), and at post-test (T3) and at follow-up at (T4) and (T5) and children’s health-related outcomes which will be assessed at post-test (T3) and follow-up (T4 and T5) 2. Teacher secondary measures are teacher efficacy in classroom management, classroom stress, and retention which will be assessed at pre-test (T1), after 12 months (T2), and at post-test (T3) Behaviour: Children’s behaviour will be assessed using the Teacher Observation of Children’s Adaptation checklist (TOCA-C). At T1 only we will also employ the teacher-rated conduct problems subscale of the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) in order to identify our at-risk sample. Health-related outcomes: Children’s health-related outcomes will be assessed by a host of measures including: 1. Mental health (Me and My School scale, MMS - Deighton et al, 2013; emotional symptoms and conduct problems subscales of the Strengths and Difficulties Questionnaire, SDQ - Goodman, 1997). 2. Health-related quality of life (Child Health Utilities 9D – CHU9D; Stevens, 2012). 3. Resilience (Child and Youth Resilience Measure 12 – CYRM; Liebernberg, Ungar & Leblanc, 2013). 4. Bullying (Bullying Behaviour and Experience Scale - BBES; Fink, Deighton, Humphrey & Wolpert, 2015 5. School attendance (% half-days missed due to unauthorized absence) and exclusions (fixed-term and permanent), derived from the National Pupil Database. All proposed outcome measures have been selected above alternatives on the basis of their brevity, ease of administration and scoring, age appropriateness, psychometric properties, and use in similar or related research. Administration of the measures will be randomly counterbalanced to prevent order/fatigue effects. Teacher efficacy in classroom management: Teacher efficacy in classroom management will be assessed using the 4-item subscale of the short-fo | — |
Countries
England, United Kingdom
Outcome results
None listed